Dominican University
Graduate School of Social Work
SWK 512 Social Work Research
Methods
[Semester Year]
Instructor
Office
Phone
Email
Office hours:
Class times:
Course Description
This basic research course introduces social work research with a gerontology-infused focus.
Research principles and paradigms and are explored to prepare students to use research in their
practice, and to be critical consumers of research. Ethical standards of scientific inquiry will also
be introduced framing how social and political forces shape research agendas, questions, and
designs.
Course Prerequisite(s)
SWK 512 is the first of the three research classes in the MSW program and as such there are
no pre-requisites for the course.
Dee Fink Model/Team Based Learning
Application in this Course
This course is based upon the Dee Fink Integrative Learning model and uses team-based learning
by integrating team activities. Assignments focus on application and integration of foundational
knowledge and skills.
CSWE Competency Outcomes
Addressed in the course
Dominican University
Graduate School of Social Work
SWK 512 Social Work Research
Methods
[Semester Year]
CSWE
Competencies
Associated Practice Behaviors
Session
Covered
Assignments
Measuring Practice
Behaviors
EP 2.1.3 Apply Distinguish, appraise, and integrate
1-3
Critical
multiple sources of knowledge,
Thinking
including research-based knowledge,
and practice wisdom;
Literature Review
(Research Problem)
EP 2.1.6
Engage in
ResearchInformed
Practice and
PracticeInformed
Research.
Use practice experience to inform
scientific inquiry
1-3
Journal Reflections (4)
Use research evidence to inform
practice.
4-14
Research Proposal
(Practice Implications)
EP 2.1.10 d
Evaluation
Critically analyze, monitor, and
evaluate interventions.
4-14
Research Proposal
Course Learning Objectives
Reflected in Significant Learning Types
Course Learning Objectives
Significant Learning Type
Understand key characteristics of quantitative
research approaches used in social work research
Be able to make decisions about which
methodological techniques in the design of various
research studies within the social sciences is
appropriate in answering a range of social research
questions
Foundational knowledge
Assess whether ethical research principles guide
research with marginalized populations
Synthesize peer-reviewed journals to produce an
effective literature review
Compare and contrast different types of data
collection methods, making connections between the
questions being answered and the methodology used
Application
Integration
Dominican University
Graduate School of Social Work
SWK 512 Social Work Research
Methods
[Semester Year]
to achieve that end
Come to see themselves as social researchers through Human Dimension
the development of an appreciation for ways in which
research into social phenomenon supports social
work practice and social welfare policy
Value those members of society who are most likely
Caring
to be affected by the processes and outcomes of
social research by adhering to core values, and ethical
principles of the social work profession, and the
broader social sciences when appropriate
Identify important research questions and sources of Learning How to Learn
research knowledge that will enhance
their future practice as social workers
Methods of Instruction
This course will be taught in the form of guided discussion, team activities and lectures.
Required Course Readings
Rubin, A., & Babbie, E. R. (2014) Research Methods for Social Work. (8th ed.). Belmont, CA:
Thomson, Brooks, & Cole. ISBN-­­10: 1285173465 ISBN-­­13: 9781285173467
Galvan, J. (2013). Writing Literature Reviews. (5th ed.). Los Angeles, CA: Pyrzak.
Publishing IBSN-­­ 10:1936523035 ISBN-­­13: 978-­­1-­­936523-­­03-­­0
Berkman, B., & Gardner, D. (2005). Social work in health care with older adults: Future
Challenges, Families in Society, 86(3), 329-337. (Periodical Abstracts)
CSWE. (2007). National Statement on Research Integrity in Social Work.
http://www.cswe.org/CSWE/research/research/policies/
Galvan, J. L. (2009). Writing literature reviews: A guide for students of the social and behavioral
sciences (4th ed.)Glendale, CA: Pyrczak Publishing. ISBN 1-884585-86-8
http://www.pyrczak.com
Gibbs, L. (2002). How social workers can do more good than harm: Critical thinking, evidencebased clinical reasoning, and avoiding fallacies. In A. R. Roberts & G. J. Greene (Eds.), Social
workers’ desk reference (pp. 752-756). New York: Oxford University Press. (E-Reserves)
Gibelman, M., & Gelman, S. R. (2001). Learning from the mistakes of others: A look at
Dominican University
Graduate School of Social Work
SWK:
scientific misconduct in research. Journal of Social Work Education, 37(2), 241-254. (Wilson
Select Plus)
Gold, N., & Bogo, M. (1992). Social work research in a multicultural society: Challenges
and approaches. Journal of Multicultural Social Work, 2, 7-22. (E-Reserves)
Levy, J. A., Holmes, D., & Smith, M. (2003). Conceptual and Methodological Issues in Research
on Age and Aging. Journal of Acquired Immune Deficiency Syndromes, 33 (Supplement 2), S206S217
Locher, J. L., Bronstein, J. R., Williams, C. O., Ritchie, C., & Christine, S. (2006). Ethical
issues involving research conducted with homebound older adults. Gerontologist, 46,
160-164. (Periodical Abstracts)
Martin, J. I. & Meezan, W. (2003). Applying ethical standards to research and evaluation
involving lesbian, gay, bisexual, and transgendered populations. Journal of Gay and
Lesbian Social Services, 15, 181-201.
Mueller, P.S., Plevak, D. J., & Rummans, T.A. (2001). Religious involvement, spirituality,
and medicine: Implications for clinical practice. Mayo Clinical Proceedings, 76,
1225-1235.
(http://www.mayoclinicproceedings.com/inside.asp?AID=1338&UID=26644)
Nevo, I., & Slonim-Nevo, V. (2011). The myth of evidence based practice: Towards
evidence informed practice. British Journal of Social Work, 41(6), 1176-1197
McNeil, T. (2006). Evidence-Based Practice in an Age of Relativism: Toward a Model for
Practice. Social Work, 51, 147-156.
Snowdon, D. (2001) Aging with Grace. What the Nun Study Tells us About Leading Longer, Healthier,
and More Meaningful Lives. New York: Bantam Books.
Course Policies
A complete list of course policies can be found in the Student Handbook located online. Please
click on the link listed below:
http://dushare.dom.edu/gssw/students/
Dominican University
Graduate School of Social Work
SWK:
Grading Policy
Grading will follow the Dominican University Graduate School of Social Work grading system
(current MSW Student Handbook) with percentage marks associated with corresponding letter
grades.
Grade
A
AB+
B
BC+
C
CF
Grade Point Value
4.0 (96-100%)
3.67 (92-95%)
3.5 (88-91%)
3.0 (84-87%)
2.67 (80-83%)
2.5 (76-79%)
2.0 (72-75%)
1.67 (68-71%)
0 (below 68%)
Description
Excellent
Standard
Attendance Policy
Students are expected to attend and participate in all class meetings. One absence is acceptable.
Absences will affect the final grade as follows:




One Absence: make up the work (Work assigned in class on that day will need to be
made up within 2 weeks.)
Two Absences: 5% will be deducted from the final grade (After the second absence you
should make an appointment with the professor to discuss your progress in the course and
any difficulties you may be having.)
Three Absences: 10% will be deducted from the final grade (The student should consider
withdrawing from the class.)
Four Absences: The student will receive an F for the course. (If a student misses 4 or
more classes per semester, it is recommended that the student withdraw from the course).
Attendance Means: The student is present at the beginning of the class. Professional
behavior is expected of all students in the classroom. When students leave class during the class
it disrupts the learning process. We will have a 15-minute break midway through the class.
Excessive Lateness: (more than 15 minutes late)


Arriving late for class 1-2 times will be overlooked.
Please be on time. Students who arrive late unintentionally disrupt the learning process.
Dominican University
Graduate School of Social Work
SWK:

Excessive lateness will have an impact on the attendance and participation portion of the
grade.
Academic Dishonesty and Integrity
All students of the GSSW are expected to observe high standards of academic honesty and
integrity. Any student whose conduct violates such standards may be subject to disciplinary
action as determined by due process.
Plagiarism



Students are expected to follow the guidelines of the American Psychological
Association Publication (APA) Manual 6th Ed. All major assignments are to be
uploaded to SafeAssign or Turn-It-In via Canvas to check for Plagiarism. Plagiarism
is presenting material from any source as one’s own without proper attribution, which is
to include the use of quotation marks when another’s exact wording is used and proper
citation when another’s ideas are used but exact wording is not used. Any material other
than one’s own that is used in a paper must be properly cited in order to avoid the
plagiarism of another’s work. Plagiarism is grounds for a grade of F on the assignment
and will be referred to the Dean or Assistant Dean for further disciplinary action.
A student suspected of cheating or plagiarism will receive an automatic F for that
particular paper, assignment or exam. A written incident report will be sent to the
Dean/Assistant Dean. A Student is given a waiver to one offense of Plagiarism. He or she
must meet with their academic advisor and develop a plan for resolution. If the student
offends a second time they will be referred to the Dean for further disciplinary action and
possible dismissal. If the student is dismissed he or she will wait two years for re
application to Dominican GSSW.
Student must sign Plagiarism Pledge in order to graduate.
ADA Compliance
Students with disabilities may request special accommodation. Students with special disabilities
must provide the professor with a copy of the verification of the disability from the Office of the
Dean of Students, Trudy Goggin, by the second week of class in order to receive special
accommodations. The Writing Center also provides services to students who need additional
reading, writing or computer skills: 708-524-6682. For more information click on the following
link: Disability Support Services
Course Requirements
Dominican University
Graduate School of Social Work
SWK:
#
Assignments
Associated Practice
Behaviors
Possible
Point
1
Engagement: includes class
participation, peer assessments,
proposal presentation, online
work, note taking for research
proposals, in- class assignments,
attendance, library work
Quizzes: Individual (IRAT) &
Groups (GRAT)
N/A
90 (15%)
Did not map
120 (20%)
Did not map
80 (13.5%)
2
3
Group Presentation on
Research Issues
4
Group Presentation Rejoinders
Did not map
20 (3%)
5
Open Book Exam
Did not map
80 (13.5%)
6
Literature Review Paper
2.1.3
60 (10%)
7
Research Proposal
2.1.6
120 (20%)
8
Course Evaluations
N/A
30 (5%
Due Date
Ongoing
Note: On Matrix Journal Reflections are listed as an assignment for 512 for
2.1.6 but they are not listed here
Description of Assignments
Missing in original syllabus
Dominican University
Graduate School of Social Work
SWK:
Course Outline
Sequence of Learning Activities
1
Introduction to Research & Course Overview




Review of Work Expectations Sign up
for Group Presentations
Why the Gerontology Emphasis?
Combining Your Interest with an area in
Gerontology
The Relevance of Social Work Research
Required Readings
Rubin, A., & Babbie, E. (2010). Why study research?
Chapter 1
Understand the gerontology emphasis in social work
programs from a workforce perspective
http://www.cswe.org/File.aspx?id=31468 Scroll to
page
8 and 9 of the pdf document – Read the two pages under
Introduction, The Demographic Imperative, and Social
Work and Gerontology
Supplementary Readings
Explore CSWE’s role in promoting gerontology
http://www.cswe.org/CentersInitiatives/GeroEdCenter
/AboutGeroEd.aspx
Understand the programs within CSWE which promote
aging
http://www.cswe.org/CentersInitiatives/GeroEdCenter
/Programs.aspx
Gero-Rich Monograph on explaining “The Need” for
Social Workers to be savvy, competent workers –
Chapter 1
http://www.cswe.org/CentersInitiatives/GeroEdCenter
TBL/GECPublications/31529/31490.aspx
Activities:
 Group Formation
Dominican University
Graduate School of Social Work
SWK:
 An explanation of TBL
 Group Activity: 1. Get to know each other. 2.
 Share with the group your interest in a
 Specific field of social work and discuss
 Preliminary ideas about the research proposal. 3.
Discuss a preliminary plan to get the group
presentation
Homework:
 Identify a research topic in the field of gerontology
or a field that you are interested in.
 Identify the keywords of the topic
 Identify the specific databases related to the topic
 Identify relevant non-electronic/non-digital
resources
 Are there particular functions within specific
databases that you find useful? Identify any 3.
 What boolean logic and operators were used in
search?
 What are the problems with your information seeking
approach?
 How can your information seeking be
improved?
 Based on the information, attempt to write a
research question for the proposed study.
 This assignment could be typewritten or
handwritten should be no longer than 2 pages.
Double line spacing. To be turned in at the
beginning of next class class. Hard copy is required.
 Watch video on TED Talks – What
Constitutes Research. How are we all
researchers?
2



Writing Research Questions and
Literature Review
An Introduction to Writing Literature Reviews
The Research Process
Read slides on writing research questions and
variables
Homework
Dominican University
Graduate School of Social Work
SWK:


Variables
Writing Research Questions
Required Readings
Rubin, A., & Babbie, E. R. (2010). Reviewing Literature and
Developing Research Questions. Ch. 4
Rubin, A., & Babbie, E. R. (2010). Writing Research
Proposals (Appendix A)
Galvan Chapter 1 & 2: Overview of Literature Review &
Considerations
TBL Activities:
1. Multiple Choice Quiz on Ch 4 of Rubin & Babbie
2. Developing an initial research question based on group’s
feedback and feedback from the class and instructor
3
Variables e s & Evidence B as e d Practice
 Operationalization
 Evidence Based Practice
 Writing Literature Review II
Discussion of search strategies with instructor and librarian
Library & Database Presentation
 Library & Database Orientation by Ning Zou
 Assignment will be given at the end of the
class
Homework
Applying what you just learnt - Search Strategies
Assignment
Required Readings
Rubin, A., & Babbie, E. R. (2010). Evidence Based Practice
Ch. 2
R & B (2010). Conceputalization & Operationalization Ch.
5
Galvan Chapter 3 & 4: Selecting a Topic, & General
Guidelines for Literature Analysis
Supplementary Readings
Dominican University
Graduate School of Social Work
SWK:
McNeil, T. (2006). Evidence-Based Practice in an Age of
Relativism: Toward a Model for Practice. Social Work, 51,
147156. (E-Reserves)
Gambrill E. (2002). Evidence Based Practice: Sea-change
or the emperor’s new clothes? Journal of Social Work
Education,
39(1), 27-40. (Wilson Select Plus)
Fischer, J. (1973). Is casework effective? A review. Social
Work, 18(1), 15-20. (E-Reserves)
TBL Activities:
1. Reflect on your learning experiences with group members.
What was one thing that you learned that was most helpful?
What else needs to be covered to enhance your
understanding of information search strategies? What do you
need to do to consolidate the skills that you’ve learned from
this session?
2. Evidence Based Practice Presentation: The groups will
come together to assess the presentation and will present
alternative viewpoints.
Re liabilit y & Validity
4






Definitions of Reliability & Validity
Types of Reliability
Types of Validity
Relationship between Reliability and Validity
Standardization
Psychometric Properties of Scales
Required Readings
Rubin, A., & Babbie, E. R. (2008). Measurement
in qualitative and quantitative inquiry. Ch 6
Supplementary Readings
Berkman, B., & Gardner, D. (2005). Social work in health
care with older adults: Future Challenges, Families in
Society, 86(3),
329-337. (Periodical Abstracts)
Dominican University
Graduate School of Social Work
SWK:
Locher, J. L., Bronstein, J. R., Williams, C. O., Ritchie, C.,
&
Christine, S. (2006). Ethical issues involving research
conducted with homebound older adults. Gerontologist, 46,
160-164. (Periodical Abstracts)
TBL Activities:
1.Quiz on Reliability & Validity
2. Groups will be assigned a concept in the chapter to
explain and illustrate to the class
3. Group members will develop an outline of the literature
review paper, summarize learning experiences and share
with the class
Caritas Veritas Day: All students are strongly
encouraged to attend.
http://beta.dom.edu/cvsymposium
5
Re s e arch Designs & T h reats to Internal and
External Val idity
 Experimental, Quasi Experimental, & PreExperimental
 Research Designs
 Correlational Designs
 Inferring Causality
 Threats to Internal Validity & External Validity
 Writing Literature Review IV
Readings
Rubin, A., & Babbie, E. R. (2008). Experimental Designs.
Chapter 10
Rubin, A., & Babbie, E. R. (2008). Causal Inference &
Correlational Designs. Chapter 9
R & B (2010). Experiments & Quasi Experiments. Ch. 10
Galvan Chapter 11, 12 & 13: Writing Style, Feedback,
& Editing
Supplementary Readings
Gibbs, L. (2002). How social workers can do more good
than harm: Critical thinking, evidence-based clinical
reasoning, and avoiding fallacies. In A. R. Roberts & G. J.
Greene (Eds.), Social workers’ desk reference (pp. 752756). New York: Oxford
Dominican University
Graduate School of Social Work
SWK:
University Press. (E-Reserves)
Gold, N., & Bogo, M. (1992). Social work research in a
multicultural society: Challenges and approaches. Journal
of Multicultural Social Work, 2, 7-22. (E-Reserves)
TBL Activities:
1.Quiz on Galvan Chapters 1--‐ 5 – Writing Literature
Reviews
2.Group members will rework their outlines based on
applying the ideas from the chapters & obtaining
feedback from the group and class
6
Topics:
 Constructing
Questions Designing
Questionnaires
Organizing Surveys
 Constructing Measurement Instruments
 Writing Literature Review III
Readings
Rubin, A., & Babbie, E. R. (2008). Survey Research Surveys
Ch. 8
Galvan Chapter 9 & 10: Guidelines for Writing a First Draft
& Coherent Essay
Levy, J. A., Holmes, D., & Smith, M. (2003). Conceptual
and Methodological Issues in Research on Age and Aging.
Journal of Acquired Immune Deficiency Syndromes, 33
(Supplement 2), S206- S217 (E-Reserves)
Supplementary Readings
Cartwright, J. C., Miller, L., & Volpin, M. (2009). Hospice
in assisted living: Promoting good quality care at end of
life. The Gerontologist, 49(4), 508-516.
Rosen, A. (2003). Evidence-based social work practice:
Challenges and promise. Social Work Research, 27(4),
197-208. (Academic Search Elite)
Dominican University
Graduate School of Social Work
SWK:
Snowden, D. (2001). Aging with grace. New York: Bantam
Books
TBL Activities:
1.Groups will identify situations when surveys are
appropriate and not appropriate. They will develop 2
scenarios. Groups will determine the relevance with the
main group justifying the rationale.
2. Peer assessments of literature reviews & summary of
learning experiences
7



Sampling
Definition & Significance
Random Sampling
Non-probabilistic Sampling
Required Readings
Rubin, A., & Babbie, E. R. (2010). Sampling Ch. 9
Supplementary Reading
Nama, N., & Swartz, L. (2002). Ethical and social dilemmas
in community-based controlled trials in situations of
poverty: A view from a South African project. Journal of
Community & Applied Social Psychology, 12(4), 286-297.
(E-Reserves)
Suguira, K., Ito, M., Kutsumi, M., & Mikami, H. (2009).
Gender differences in spousal caregiving in Japan. The
Journals of Gerontology Series B: Psychological Sciences
and Social Sciences,
64B(1), 147-156.
TBL Activities:
1.Group Quiz
2.Identify one sampling technique for your proposal and an
alternate sampling technique that might be also appropriate
for the study. Which is one sampling technique that is not
appropriate for your study? Why?
Dominican University
Graduate School of Social Work
SWK:
8




Qu a li t a t i ve R esea r c h
Qualitative Research General Principles
Standards for Evaluating Qualitative Studies
Reflexivity & Reflection
Specific Qualitative Methods
Required Readings
CSWE. (2007). National Statement on Research Integrity in
Social Work.
http://www.cswe.org/CSWE/research/research/policies/
Rubin, A., & Babbie, E. R. (2010). Read selectively on the
sections on qualitative research from Ch. 5 to Ch. 9. Read
Ch.
13 in its entirety
Galvan: Chapter 7 & 8: Summarizing & Synthesizing the
Research Literature
Supplementary Readings
Gibelman, M., & Gelman, S. R. (2001). Learning from
the mistakes of others: A look at scientific misconduct
in research. Journal of Social Work Education, 37(2),
241-254. (Wilson Select Plus)
American Thoracic Society. (2004). The ethical conduct
of clinical research involving critically ill patients in the
United States and Canada: Principles and
Recommendations. American Journal of Respiratory and
Critical Care Medicine, 170,
1375-1384.
http://ajrccm.atsjournals.org/cgi/reprint/170/12/1375
TBL Activities:
1.Each group will determine 4 scenarios in which a specific
qualitative research method is appropriate. The group will
share their justification to the class.
2. Quiz on qualitative research methods
9
Open Book Quiz 1
Dominican University
Graduate School of Social Work
SWK:
10



Qu a n t i t a t i ve D a t a A n a ly si s
Descriptive Statistics
Inferential Statistics
Levels of Measurement
Writing Literature Review V
Readings
Rubin, A., & Babbie, E. R. (2010). Quantitative Data
Analysis
Ch. 17
Galvan Chapter 5: Analyzing Quantitative Literature
Supplementary Readings
Reid, W. J., Kenaley, B. D., & Colvin, J. (2004). Do
some interventions work better than others? A review
of comparative social work experiments. Social work
research,
28(2), 71-81. (Academic Search Elite)
Reid, W. (1997). Evaluating the Dodo’s Verdict: Do all
interventions have equivalent outcomes. Social Work
Research,
21, 5-16. (Academic Search Elite)
TBL Activities:
1.Quiz on different statistics and situations to use them
2. Application of descriptive statistics and inferential
statistics – groups will develop three scenarios each.
Dominican University
Graduate School of Social Work
SWK:
11






Qu a li t a t i ve R esea r c h II
Qualitative Data Analysis
Features of Qualitative Data Analysis
Techniques of Qualitative Data Analysis
Alternatives in Qualitative Data Analysis
Content Analysis
Ethics in Qualitative Data Analysis
Readings
Rubin, A., & Babbie, E.R. (2010). Qualitative data
analysis. Ch. 17
Galvan Chapter 5: Analyzing Qualitative Literature
Supplementary Readings
Blair, T., & Minkler, M. (2009). Participatory Action
Research with Older Adults. Key Principles in Practice. The
Gerontologist,
49(5), 651
Georgiades, S. (2003). Domestic violence in Cyprus: The
voices of Nicosian women. Journal of Social Work
Research and Evaluation, 4(2), 199-212. (E-Reserves)
TBL Activities:
1.Brainstorm different ways of approaching and analyzing
qualitative research
2. If your research question were to use a qualitative
approach, how different would your data collection
procedures be? Sampling? Analysis of data? What did
you learn as a group? Please summarize your learning
experiences and share them with the class.
Dominican University
Graduate School of Social Work
SWK:
12




SPSS
Review of Proposal Expectations
Questions on statistical tests for the proposal
Writing Research Proposals and Reports
Overview of SPSS
Readings
Rubin, A., & Babbie, E. R. (2010). Writing Research
Proposals, Writing Social Work Research Reports
Appendix A and B
Supplementary Readings
Winslow, W. W., Honein, G., & Elzubeir, M. A. (2002).
Seeking Emirati women's voices: The use of focus groups
with an Arab population. Qualitative health research,
12(4), 566575. (E-Reserves)
Yong, F., & McCallion, P. (2004). Hwabyung as
caregiving stress among Korean-American caregivers of a
relative with Dementia. Journal of Gerontological Social
Work, 42(2), 3-19. (E- Reserves)
TBL Activities:
1.SPSS demo by expert group members. Use of descriptive
and inferential statistics; group problem solving
2.What is the p value?
13
Single Sy s te ms Re s e arch
Single Subject Research
Dominican University
Graduate School of Social Work
SWK:






Foundations of Single-Subject Design
Measuring Targets of Intervention
Analyzing Single Subject Designs
Types of Single Subject Designs
Generalizability
Ethical Issues in Single Subject Design
Readings
Rubin, A., & Babbie, E. R. (2010). Single case
evaluation designs. Ch. 11
Supplementary Readings
Causton-Theoharis, J. N., & Malmgren, K. W. (2005).
Increasing peer interactions for students with severe
disabilities via professional training. Exceptional
Children, 71,
431-444. (Wilson Select Plus; Periodical Abstracts;
Academic
Search Premier)
TBL Activities:
1.Quiz on SSD
2. If you were using a SSD methodology, how different
would your data collection procedures be? Sampling?
Ethical issues?
14
Topics: Program E v al uation
 What is program
evaluation? Relevance
of program evaluation
Program evaluation
approaches How do we
evaluate programs?
 Community needs analysis
 Course Debrief
Readings
Rubin, A., & Babbie, E. R. (2010). Analyzing available
records: Quantitative and Qualitative Methods Ch.
14
TBL Activities:
1.What do you think researchers do before they collect
Dominican University
Graduate School of Social Work
SWK:
15
data from agencies and communities? One group will be
assigned agencies and another group will be assigned
communities. A third group will discuss methodology and a
fourth ethical issues in program evaluation
2. How does the community generate important
“working hypotheses” that is relevant and
considered to be of value to the research and the
community?
Open Book Quiz II
Dominican University
Graduate School of Social Work
SWK:
Grading Rubric
Dominican University
Graduate School of Social Work
SWK:
Recommended Readings
RECOMMENDED READINGS:
American Psychological Association Publication Manual (6th ed.) (2009). Washington,
DC: APA.
Causton-Theoharis, J. N., & Malmgren, K. W. (2005). Increasing peer interactions for students
with severe disabilities via professional training. Exceptional Children, 71, 431-444.
(Wilson Select Plus; Periodical Abstracts; Academic Search Premier)
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