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 756   Spring  2015   1  

Gallaudet  University  
Department  of  Social  Work  
SWK  756:    Quantitative  Social  Work  Research  
Professor:  Kota  Takayama              

E-­‐Mail:         Office:    HMB  S  337C  

Video  Phone:  202-­‐618-­‐6859    

Office  Hours:  Mondays  8  –  12,  Tuesdays  8  -­‐  4  and  Wednesdays  8-­‐12  

Class  Meeting  Days/Times:  Mondays  1-­‐3:50  

Credits:  3  

This  three-­‐credit  course  is  a  required  part  of  the  foundation  curriculum  that  provides  social  work  students  
with  generalist  skills  needed  in  the  social  work  profession.  This  course  provides  students  with  an  
understanding  of  quantitative  research  design  and  evaluation  procedures,  focusing  on  concepts  and  skills  
required  to  evaluate  practice  and  program  effectiveness.    Students  evaluate  alternative  designs  or  
models  for  research  and  evaluation,  including  group  and  single-­‐system  designs.    Students  learn  to  
analyze  quantitative  data  by  applying  appropriate  statistical  tests.    In  addition,  they  learn  to  interpret  
the  results,  critically  analyze  the  strengths  and  weaknesses  of  the  research  designs,  and  reflect  upon  how  
the  results  can  be  used  for  future  research  or  practice.  

Students  apply  knowledge  about  the  characteristics  and  needs  of  diverse  populations  
and  populations-­‐at-­‐risk  in  evaluating  existing  reports  and  by  beginning  the  design  of  an  
evaluation  project  based  on  their  internship  experiences  or  special  interests  in  the  field  of  social  
work  practice.    Students  learn  how  to  integrate  diverse  socio-­‐cultural  values  (i.e.  language,  
mores,  norms,  etc.)  into  research  designs  in  ways  that  are  respectful  and  appreciative  of  
diversity.    In  addition,  they  address  issues  that  may  affect  participants  from  populations  who  
are  at  risk  for  oppression,  discrimination,  and  prejudice.    Students  design  a  data  collection  
project,  and  as  part  of  their  proposals,  they  must  include  specific  sections  about  how  they  plan  
to  address  issues  of  ethical  research  and  sensitivity  to  members  of  diverse  groups  and  
populations-­‐at-­‐risk  (both  of  which  include  deaf  individuals).    This  project  may  be  expanded  in  
subsequent  courses  (SWK  791)  to  include  a  proposal  for  data  analysis  and/or  a  research  project  
to  include  a  focus  on  Deaf  and  Hard  of  Hearing  populations.      

The  current  course  requires  students  to  use  knowledge  gained  from  experiences  in  the  
liberal  arts  about  major  events  in  human  history,  human  approaches  to  understanding  based  on  
studies  in  philosophy  and  ethics,  and  methods  of  systematic  critical  thinking  and  problem  
solving.  Concurrent  courses  (HBSE,  Policy,  Practice,  and  Internship)  provide  students  with  ideas  
for  research  and  evaluation  projects  as  they  provide  content  and  experiences  related  to  human  
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development  and  diversity,  effects  of  policy  on  the  lives  of  individuals  and  groups,  and  
application  of  problem-­‐solving  approaches  in  practice  and  program  development.    Action  
research  principles  (participatory  research)  addressed  in  this  course  are  particularly  supportive  
of  practice  using  a  strengths  perspective  and  promoting  individual  autonomy  and  appreciation  
for  diversity  in  cultural  and  life  experiences.    Information  and  experiences  in  this  course  will  be  
related  to  that  in  concurrent  and  advanced-­‐year  courses  to  encourage  students  to:  (a)  
appreciate  the  inter-­‐relatedness  of  systems  and  the  advantage  of  observing  these  systems  
through  a  theoretical  frame  of  reference  (HBSE)  in  order  to  understand,  explain,  or  predict  
behavior;  (b)  link  knowledge  being  acquired  in  practice  courses  and  internships  with  problem-­‐
solving  techniques  employed  in  evaluation  and  research;  (  c)  recognize  ways  in  which  program  
and  policy  evaluation  can  be  used  to  address  issues  raised  in  policy  classes  and  ways  in  which  
policy  evaluation  will  affect  their  own  practice.  
**  This  course  is  open  to  students  in  other  majors  who  seek  to  learn  about  quantitative  research  
design  and  analysis.  

Pre-­‐requisite/Co-­‐requisite  courses:  None  


The  Council  on  Social  Work  Education  identifies  10  core  competencies  which  guide  the  
competency-­‐based  curriculum  for  accredited  programs.    Competencies  are  measurable  practice  
behaviors  that  are  comprised  of  knowledge,  values,  and  skills.  The  goal  of  the  outcome  
approach  is  to  demonstrate  the  integration  and  application  of  the  competencies  in  practice  
with  individuals,  families,  groups,  organizations,  and  communities.    In  this  course,  students  will  
demonstrate  the  following  competencies:  

1. (EPAS  2.1.3):  Apply  critical  thinking  to  inform  and  communicate  professional  judgments.    
2.  (EPAS  2.1.6):  Engage  in  research-­‐informed  practice  and  practice-­‐informed  
3.  (EPAS  2.1.10(a)–(d)):    Engage,  assess,  intervene,  and  evaluate  with  individuals,  families,  
groups,  organizations,  and  communities.    
EPAS  2.1.10(d)—Evaluation  

National  Association  of  Social  Workers  School  Social  Work  Standards:  

In  addition  to  CSWE’s  Competencies,  the  National  Association  of  Social  Workers  (NASW)  
identifies  eleven  professional  standards  for  school  social  workers  which  are  met  in  the  MSW  
Program.  In  this  course,  students  will  demonstrate  the  following  standards:    

Standard  5.  Decision  Making  and  Practice  Evaluation:  School  social  workers  shall  use  data  to  
guide  service  delivery  and  to  evaluate  their  practice  regularly  to  improve  and  expand  services.  
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Gallaudet  University  Professional  Education  Programs  (PEP)  identifies  the  following  

conceptual  standards  for  education  across  disciplines  and  in  each  course.    The  MSW  program  
integrates  these  standards  into  all  parts  of  the  curriculum.    These  conceptual  standards  are:      

1.  Promotes  Bilingual/Bicultural  Competence      

2.  Engages  in  Theory-­‐Based  Practice  

3.  Acts  as  a  Reflective  Change  Agent  

4.  Promotes  the  intellectual,  linguistic,  and  social  potential  of  all  children  with  a  
particular  focus  on  deaf  and  hard-­‐of-­‐hearing  children  and  youth.  

CSWE’s  practice  behaviors  are  the  operationalization  and  integration  of  the  competencies  that  
students  in  the  MSW  program  should  be  able  to  perform  as  a  result  of  taking  this  course.    In  
this  course,  students  will  demonstrate  the  following  practice  behaviors:  

● PBF11:  distinguish,  appraise,  and  integrate  multiple  sources  of  knowledge,  

including  research-­‐based  knowledge,  and  practice  wisdom  (EP  2.1.3);  
● PBF12:analyze  models  of  assessment,  prevention,  intervention,  and  evaluation  
(EP  2.1.3);  and  
● PBF13:  demonstrate  effective  oral  and  written  communication  in  working  with  
individuals,  families,  groups,  organizations,  communities,  and  colleagues  (EP  
● PBF21:  use  practice  experience  to  inform  scientific  inquiry  (EP  2.1.6);  and  
● PBF22:  use  research  evidence  to  inform  practice  (EP  2.1.6).  
● PBF32:  collect,  organize,  and  interpret  client  data  (EP  2.1.10b);  
● PBFSSW9:  Stay  current  with  school  based  intervention  research  and  use  evidence  
informed  practices  in  service  delivery  (EP  2.1.6).  
● PBFSSW10:  Conduct  systematic  assessment,  data  gathering  at  multiple  levels  using  
a  variety  of  methods  to  assess  the  needs,  characteristics  and  interactions  of  
students,  families,  and  school  environment  (EP  2.1.10b).  


The  following  chart  illustrates  the  integration  of  the  educational  standards  and  practice  
behaviors  of  the  Council  of  Social  Work  Education  (CSWE),  NASW  School  Social  Work  Standards,  
and  the  Gallaudet  University  Conceptual  Framework.    Course  units  and  learning  opportunities  
are  identified  a  well  as  the  critical  assessments  which  measure  student  skills.    Finally,  the  
benchmarks  for  student  achievement  are  identified.  

CSWE-­‐  and  NASW-­‐  Based  Student  Learning  Outcomes:  

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CSWE   NASW   CSWE-­‐  &   GU   Course  Unit  &   Assessments     Benchmark  

Competency   School   NASW-­‐   Conceptual   Learning   of  
(2.1.1  –   Social   Based   Framework   Opportunities   Achievement  
2.1.10(a-­‐d))   Work   SLO’s   (PEP)    
Standard     (Practice    (1  –  4)  
(1  –  11)   Behaviors)  
2.1.3   5   11,  12,  13,   1,  2,  3   Units  1  -­‐14;   Homework   90%  of  the  
(Critical   SSW9,   Homework   rubrics;  Final   students  will  
thinking)   SSW10   assignments;   poster   achieve  at  
Final  poster   presentation   least  an  83%  
presentation;   rubric;   on  each  
class   participation   assignment  
participation     rubric  
2.1.6   5   21,  22,   1,  2,  3   Units  1-­‐2;   Homework   90%  of  the  
(Research-­‐ SSW9,   Homework   rubrics;  Final   students  will  
informed   SSW10   assignments   poster   achieve  at  
practice)   Final  poster   presentation   least  an  83%  
presentation     rubric     on  each  
2.1.10(d)   5   32,  SSW9,   1,  2,  3   Units  3-­‐14;     Homework    
(Evaluate   SSW10   Homework   rubrics;  Final  
systems)   assignments   presentation  
Final  poster   rubric  

Students taking this course will use various forms of technology in this course. Students should
be familiar with using Blackboard and YouTube. If you have trouble with the technology, you
may contact the helpdesk at Students must have access to a
computer; they are available for use in the social work student lab and other university computer
lab sites.

Required  Texts:  

1. American  Psychological  Association.    (2010).  Publication  Manual  of  the  American  

Psychological  Association,  6th  ed.    Washington,  DC:  American  Psychological  Association.      
2. Orcher,  L.  (2014).  Conducting  research,  2nd  edition.    Glendale,  CA:  Pyrczak.    ISBN:  978-­‐1-­‐
3. Salkind,  N.    (2013).    Statistics  for  people  who  think  they  hate  statistics,  3rd  edition:  Excel  
Edition.    Thousand  Oaks,  CA:  Sage.    ISBN:  978-­‐1-­‐4522-­‐2523-­‐4  
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Optional  Text:  

1. Russell,  A.  (2014).  A  hands-­‐on  manual  for  social  work  research.    Chicago,  IL:  Lyceum.    

Unit  Readings:  

Bender,  K.,  Perron,  B.,  Howard,  M.,  &  Jenson,  J.    (2010).  Strong-­‐arm  bullying  prior  to  
incarceration  among  a  sample  of  young  offenders.    Journal  of  the  Society  for  Social  Work  
and  Research,  1(1),  1-­‐13.  (CORRELATIONS  UNIT)  

Bowen,  N.    (2013).  Social  work  authorship.    Social  Work  Research,  37(1),  3-­‐13.    (DISSEMINATION  

Hong,  S.,  &  Morrow-­‐Howell,  N.    (2013).  Increasing  older  adults’  benefits  from  institutional  
capacity  of  volunteer  programs.    Social  Work  Research,  37(2),  99-­‐108.    (CHI-­‐SQUARE  –  

Nam,  Y.,  Mason,  L.,  Kim,  Y.,  Clancy,  M.,  &  Sherraden,  M.    (2013).  Survey  response  in  a  statewide  
social  experiment:  Differences  in  being  located  and  collaborating,  by  race  and  Hispanic  
Origin.    Social  Work  Research,  37(1),  64-­‐74.  (SAMPLING  UNIT)  

Payne,  J.    (2012).  Influence  of  race  and  symptom  expression  on  clinicians’  depressive  disorder  
identification  of  African  American  men.    Journal  of  the  Society  for  Social  Work  and  
Research,  3(3),  162-­‐177.  (ANOVA  UNIT)  

Striley,  C.,  Nattala,  P.,  Abdallah,  A.,  Dennis,  M.,  &  Cottler,  L.    (2013).  Enhanced  case  
management  versus  substance  abuse  treatment  alone  among  substance  abusers  with  
depression.    Social  Work  Research,  37(1),  19-­‐25.  (T-­‐TEST  UNIT)  

Ulberg,  R.,  Hoglend,  P.,  Marble,  A.,  &  Sorbye,  O.  (2009).  From  submission  to  autonomy:  
Approaching  independent  decision  making.    A  single-­‐case  study  in  a  randomized,  
controlled  study  of  long-­‐term  effects  of  dynamic  psychotherapy.    American  Journal  of  
Psychotherapy,  63(3),  227-­‐243.  (SINGLE  SYSTEM  DESIGN  UNIT)  

Xu,  Q.,  &  Brabeck,  K.    (2012).  Service  utilization  for  Latino  children  in  mixed-­‐status  families.    
Social  Work  Research,  36(3),  209-­‐221.    (SURVEY  RESEARCH  UNIT)  

*  Other  readings  may  be  assigned  by  the  professor  during  the  semester.  

Course  Assignments:  

The  following  activities  and  products  will  be  used  to  evaluate  student  performance  in  the  class:  

• 50%    Homework  assignments  and  online  quizzes.    

• 40%    Final  research    poster  or  paper  presentation    
• 10%    Attendance  and  quality  of  participation  in  class  activities  
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**  Each  assignment  is  converted  to  a  percentage  score  which  can  be  averaged  to  determine  
your  course  grade  at  any  point  during  the  semester.  

Homework  and  Online  Quizzes  (50%)  

  Students  will  have  weekly  homework  and/or  online  quizzes  to  reinforce  the  material  learned  
throughout  the  semester.    These  assignments  help  inform  the  student  and  instructor  where  
learning  is  mastered,  emerging,  or  weak.    The  assignments  and  quizzes  given  are  designed  to  
strengthen  students’  competencies  for  all  course  objectives.    Students  are  expected  to  
complete  the  assignments  by  the  deadlines.    Online  quizzes  are  administered  via  Blackboard.    
Assignments  turned  in  late  are  subject  to  a  10%  penalty  for  each  week  the  assignment  is  late.  
Assignments  are  weekly,  totaling  approximately  12,  and  are  averaged  by  percent.  

Final  Poster  Presentation  (40%)  

  Students  will  be  guided  through  a  semester-­‐long  research  project.    At  the  completion  of  
the  semester,  students  will  use  the  knowledge  they  have  gained  and  the  data  collected  to  
complete  a  professional-­‐quality  poster  presentation.    This  assignment  is  designed  to  allow  the  
student  to  demonstrate  competency  of  the  course  and  program  objectives.    The  final  poster  
presentation  must  include  the  following  components:  

1. Research  question  
a. Purpose  and  rationale  for  the  study  
b. Background  information  about  the  problem  
c. Formal  research  question  
2. Literature  review  
a. Review  of  research  literature  that  relates  to  the  topic  of  
3. Methodology    
a. Participants  
b. Measures  (include  data  collection  tool)  
c. Procedures  
d. Ethical  considerations  for  participants  of  diverse  groups  
and  populations-­‐at-­‐risk  
4. Results  
5. Discussion  
a. Summary  of  findings  
b. Reliability  and  validity  issues  
c. Implications  for  future  research  and/or  practice  
6. References  (at  least  10)  

Attendance  and  quality  of  participation  in  class  activities  (10%)  

Peer  review  is  a  vital  component  to  scholarly  research.    When  on  a  research  team,  each  team  
member  is  expected  to  contribute  to  the  overall  study.    This  assignment  is  designed  to  inform  
the  student  not  only  about  the  quantity  of  participation  in  the  class,  but  also  the  quality  of  the  
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student’s  participation.    Students  are  expected  to  attend  each  class  session.    If  a  student  is  
unable  to  attend  class,  (s)he  is  expected  to  gather  notes  and  information  about  the  class  from  
other  classmates.    While  attendance  is  at  the  discretion  of  the  student,  the  professor  will  not  
re-­‐teach  the  material  to  a  student  who  missed  class  unless  the  student  produces  a  note  from  a  
physician  or  qualified  professional.    This  assignment  will  be  evaluated  by  the  professor  and  
students  in  the  class.    At  the  end  of  the  semester,  each  student  (along  with  the  professor)  will  
evaluate  the  quality  of  participation  and  discussion  in  the  class.    This  grade  will  be  a  compilation  
of  all  peer  ratings  and  averaged  to  produce  a  final  participation  grade.  

Credit  Hour  Policy:  

The  unit  of  semester  credit  is  defined  as  university-­‐level  credit  that  is  awarded  for  completion  
of  coursework,  the  transfer  of  coursework  from  another  accredited  institution,  or  the  
evaluation  of  college-­‐level  prior  learning.  One  credit  hour  (at  least  50  minutes)  reflects  an  
amount  of  work  represented  in  the  intended  learning  outcomes  and  verified  by  evidence  of  
student  achievement  for  these  learning  outcomes.  A  credit  hour  for  this  course  is  awarded  on  
the  basis  of  the  following  criterion.    For  this  3-­‐credit  class,  students  will  receive  a  minimum  of  
37.5  hours  of  in-­‐class  instruction  and  a  minimum  of  75  hours  of  out-­‐of-­‐class  or  homework  
instruction  per  semester.  

Class  Supplies:  

The  data  analysis  component  class  includes  statistical  analyses.    For  these  units,  students  
should  bring  a  USB  or  other  storage  device  to  save  data  to  use  outside  of  class.    Course  content  
of  quantitative  analysis  relies  heavily  on  Microsoft  Excel.  These  programs  will  be  available  for  
classroom  use  and  in  the  social  work  lab  for  homework  and  additional  assignments.    Students  
may  be  taught  to  do  hand  calculations  of  many  statistical  formulas.    A  calculator  is  strongly  
recommended  (make  sure  it  has  a  square  root  function).    The  calculator  need  not  be  

Writing  Style:    Students  are  required  to  follow  APA  (American  Manual  of  Style,  6th  edition,  
criteria  for  their  assignments.    See  the  example  below:  

Flathead,  D.  &  Snore,  T.  (2001).  Spiritual  issues  in  staying  awake  in  the  middle  of  the  night.    In    A.  
Ambien,  H.  Meditation  &  K.  Relaxation  (Eds.),  Innovative  practices  under  the  covers.  
Peosta,  IA:  Starlight  Publishers.  
Lighter,  R.,  &  Tobacco,  L.    (2013).  The  relationship  between  smoking  cigarettes  and  passing  a  
research  class.    Research  Struggles,  56(3),  70-­‐88.  


Grading  Policy:  

The  following  grading  system  applies  to  graduate  courses.    Website:  
SWK  756   Spring  2015   8  

Grade   GPA  Value   Definitions  

A+   4.0   Outstanding  
A   4.0    
A-­‐   3.7    
B+   3.3   Good  
B   3.0    
B-­‐   2.7   Unsatisfactory  
C+   2.3    
C   2.0    
F   0.0   Failing,  No  Credit  
XF   0.0   Academic  Integrity  Policy  Violation,  No  
P     Pass*  
I     Incomplete*  
NG     No  Grade  for  GPS  798  and  GPS  898  
Continuous  Enrollment*  
WP     Withdrawn  Passing*,  No  Credit  
WF   0.0   Withdrawn  Failing,  No  Credit  
WD       Withdrawn  *  No  Credit  
AU       Audit*  No  Credit  
AF       Audit  Not  Completed*  No  Credit  

You  can  access  your  grades  at  any  time  through  Blackboard.    Click  on  “my  grades”  to  review  
your  progress  throughout  the  course.  

Academic  Integrity  Policy:  
SWK  756   Spring  2015   9  

Refer  to  Gallaudet  University’s  Academic  Integrity  Policy  located  at:

Students  with  Disabilities  Policy:  

Gallaudet  University  has  a  legal  obligation  under  the  American  with  Disabilities  Act  (ADA)  to  
provide  reasonable  accommodations  for  students  with  disabilities  in  addition  to  being  deaf.  
Students  who  seek  course  accommodations,  modifications,  or  substitutions  can  find  guidelines  
and  procedures  for  obtaining  accommodations  based  on  their  dis  abilities  on  the  Office  for  
Students  with  Disabilities  (OSWD)  web  site,  The  Reasonable  
Accommodation  policy  is  also  online:  af/ao_s110.xml  

Class  Communication  Policy:  

We  will  abide  by  the  University  Communication  Policy  in  that  each  of  us  has  the  right  and  responsibility  
to  understand  and  be  understood.  We  will  incorporate  and  respect  ASL  and  recognize  that  we  each  have  
different  visual  communication  needs.  We  will  respect  everybody’s  signing  style  and  use  whatever  is  
necessary  to  communicate  clearly.  

Syllabus  Change  Policy  and  Disclaimers:  

Changes  which  substantially  alter  the  assessment  and  grading  of  students  will  not  be  made.    This  
syllabus  is  a  course  guide;  however  should  a  number  of  varied  situations  such  as  weather  or  time  
allocation  changes  for  subject  areas  occur,  options  will  be  provided  while  retaining  the  original  
assessment  methods.      

SWK  756   Spring  2015   10  

Unit   Topic   Readings   Assignments  

1   Research  questions  &   Chapters  1  &  2:  American   Classwork:  

Literature  review   Psychological  Association.    (2010).  
Publication  Manual  of  the  American   1. Take  and  pass  
Students  learn  how  to   Psychological  Association,  6th  ed.  
ask  appropriate  research   Washington,  DC:  American   modules  (if  not  
questions  and  identify   Psychological  Association.       done  in  SWK  
variables.    Discussion   755).  Please  give  
focuses  on  levels  of   Chapters  1,  2  &  3:    Orcher,  L.  (2014).   a  cope  of  your  
measurement,   Conducting  research,  2nd  edition.     CITI  certification  
operationalizing   Glendale,  CA:  Pyrczak.       to  professor.  
variables,  and  clarity  of   2. Choose  a  sub-­‐
questions.    Students   Chapter  4  (APA  citations):    Orcher,  L.   topic  for  the  
learn  the  reasons  for   (2014).  Conducting  research,  2nd   class  project.    
reviewing  literature  and   edition.    Glendale,  CA:  Pyrczak.       Locate  and  read  
how  to  organize   Optional:   4  articles  related  
literature  sources.     to  your  topic.    
Chapter  4:  Russell,  A.  (2014).  A   Write  a  
  hands-­‐on  manual  for  social  work   summary  of  the  
research.    Chicago,  IL:  Lyceum.     literature  you  

2   (Ethics)  Ethical  Research;   Chapter  3:  American  Psychological   Classwork:  

(Method)  Measurement   Association.    (2010).    
Publication  Manual  of  the   IRB  quiz  using  the  
Students  learn  about  the   American  Psychological   IRB  website  
role  and  function  of  the   Association,  6th  ed.     (  
Institutional  Review   Washington,  DC:  American  
Board  and  guidelines  for   Psychological  Association.      
protection  of  human  
subjects.  Ethics  and   Ethics  in  Research  website  articles:  
measurement  are  
discussed  from  an
emancipatory   esources/bioethics/whatis/  
perspective,  taking  into   http://www.socialresearchmethods.n
account  issues  related  to   et/kb/ethics.php  
diversity,  populations-­‐at-­‐
risk,  and  children.
Students  learn  how  to  
operationalize  variables  
and  identify  the  levels  of  
measurement.    They    
learn  how  to  select  
SWK  756   Spring  2015   11  

Unit   Topic   Readings   Assignments  

participants  for  research    

studies.    Concepts  of  
probability  as  well  as    
nonprobability  sampling    
methods  are  introduced.    
An  overview  of  sample  
size  and  its  impact  is  

3   (Method)  Single  system   Chapter  4:  American  Psychological   Classwork:  

designs  as  practice   Association.    (2010).    
evaluation   Publication  Manual  of  the   Develop  a  single-­‐
American  Psychological   system  design  for  
Students  learn  about  the   Association,  6th  ed.     student  self-­‐
purpose  and  function  of   Washington,  DC:  American   development.  
single  system  designs  in   Psychological  Association.      
the  evaluation  of  
interventions.     Website  Articles:  
Discussion  focuses  on  
evaluation  of  micro,­‐
mezzo,  and  macro  client   data/25657_Chapter7.pdf  
systems  with  particular
emphasis  on  field   /singlesubjectdesign/  

Ulberg  et  al.  article  

4   (Method)  Sampling  and   Chapters  12,  21,  22,  &  23:    Orcher,  L.   Classwork:  
Survey     (2014).  Conducting  research,  2nd  
edition.    Glendale,  CA:  Pyrczak.       Design  a  set  of  
Students  learn  about   survey  questions  
different  sampling   for  the  instructor  to  
SWK  756   Spring  2015   12  

Unit   Topic   Readings   Assignments  

methodology.    They   Xu  &  Brabeck  article   include  in  class  

learn  about  the  role  and   project  survey.  
function  of  survey   Optional:  
research,  including  the   Chapter  3:  Russell,  A.  (2014).  A  
use  of  standardized   hands-­‐on  manual  for  social  
instruments  and   work  research.    Chicago,  IL:  
questionnaires  for  social   Lyceum.  
work  practice.    Students  
practice  using  rapid    
assessment  instruments  
and  learn  how  to  
understand  scale  norms  
and  scoring.    Ethical  
considerations  are  
discussed,  especially  as  
they  relate  to  studying  
diverse  groups  and  

5   (Method)    Quantitative   Chapters  6,  14,  &  24:    Orcher,  L.   Classwork:  
research  designs   (2014).  Conducting  research,  2nd  
edition.    Glendale,  CA:  Pyrczak.       Design  a  
Students  learn  about   hypothetical  
quantitative  research   Nam  et  al.  article   experimental  
designs,  hypothesis   design  for  your  
testing,  descriptive   Optional:   topic.  
research,  correlational   Chapter  5:  Russell,  A.  (2014).  A  
vs.  causative  research,   hands-­‐on  manual  for  social  work  
and  group  research   research.    Chicago,  IL:  Lyceum.  

6   (Method)  Evaluative   Chapters  25  &  26:    Orcher,  L.  (2014).   Classwork:  
Research  Designs   Conducting  research,  2nd  edition.    
Glendale,  CA:  Pyrczak.       Design  a  
Students  learn  different   hypothetical  
evaluative  research     program  evaluation  
designs,  including   design  for  your  
program  evaluation,   topic.  
process  evaluation,  and  
outcome  evaluation.    
They  learn  the  strengths  
and  weaknesses  of  each  
designs  and  how  to  apply  
these  designs  to  deaf  
SWK  756   Spring  2015   13  

Unit   Topic   Readings   Assignments  


7   (Analysis)  Introduction  to   Chapters  1  &  4:  Salkind,  N.    (2013).     Classwork:  
Excel  for  data  analysis   Statistics  for  people  who  think  
they  hate  statistics,  3rd  edition:   Set  up  excel  
Students  learn  the   Excel  Edition.    Thousand  Oaks,   database  for  survey  
fundamentals  of  using   CA:  Sage.   research  
numerical  analysis  for  
description  and   Optional:  
inference  of  data.    They  
learn  the  basics  of  Excel   Chapter  6:  Russell,  A.  (2014).  A  
software,  including  how   hands-­‐on  manual  for  social  work  
to  create  a  database  and   research.    Chicago,  IL:  Lyceum.  
graphs  to  summarize    

8   (Results)  Measures  of   Chapter  5:  American  Psychological   Classwork:  

central  tendency  and   Association.    (2010).    
variability   Publication  Manual  of  the   Measures  of  central  
American  Psychological   tendency  and  
This  unit  introduces   Association,  6th  ed.     variability    
measures  of  central   Washington,  DC:  American  
tendency  (mean,   Psychological  Association.      
median,  mode)  and  
measures  of  variability   Chapters  2  &  3:  Salkind,  N.    (2013).    
(standard  deviation,   Statistics  for  people  who  think  
variance,  range).       they  hate  statistics,  3rd  edition:  
Excel  Edition.    Thousand  Oaks,  
  CA:  Sage.  

9   (Results)  Association  and   Chapters  5  &  6:  Salkind,  N.    (2013).     Classwork:  
correlation   Statistics  for  people  who  think  
they  hate  statistics,  3rd  edition:   Correlations    
Students  learn  the   Excel  Edition.    Thousand  Oaks,  
concepts  of  association   CA:  Sage.  
and  how  to  conduct  
Pearson  Product   Bender  et  al.  article  
Correlations  and  
Spearman  Rho  

10   (Results)  Testing   Chapter  7  &  8:  Salkind,  N.    (2013).     Classwork:  

hypotheses,  probability,   Statistics  for  people  who  think  
SWK  756   Spring  2015   14  

Unit   Topic   Readings   Assignments  

and  standard  scores   they  hate  statistics,  3rd  edition:   Hypothesis  testing,  
Excel  Edition.    Thousand  Oaks,   probability,  and  
This  unit  introduces   CA:  Sage.   standard  scores  
students  to  the  purpose   homework  
and  use  of  standard    
scores.    Students  learn  
about  testing  
hypotheses,  include  
research  hypotheses  and  
null  hypotheses.      
Students  learn  about  
probability  and  its  uses.  

11   (Results)  Differences   Chapters  11  &  12:  Salkind,  N.    (2013).     Classwork:  
between  groups   Statistics  for  people  who  think  
they  hate  statistics,  3rd  edition:   T-­‐tests  
Students  learn  about   Excel  Edition.    Thousand  Oaks,  
independent  and   CA:  Sage.  
matched  sample  t-­‐tests.    
The  unit  introduces  their   Striley  et  al.  article  
purposes  and  uses  to  
compare  means  between  

12   (Results)  ANOVA   Chapter  13:  Salkind,  N.    (2013).     Classwork:  

Statistics  for  people  who  think  
In  this  unit,  students   they  hate  statistics,  3rd  edition:   ANOVA  
learn  how  to  conduct   Excel  Edition.    Thousand  Oaks,  
one-­‐way  analysis  of   CA:  Sage.  
variance.    They  learn  its  
purpose  and  uses  to   Payne  article  
compare  multiple  
independent  variables  
with  one  dependent  

13   (Results)  Nonparametric   Chapters  6  &  7:  American    

tests;  (Discussion)   Psychological  Association.    
Components  of  a   (2010).    Publication  Manual  of  
discussion  section   the  American  Psychological  
Association,  6th  ed.    
In  this  unit,  students   Washington,  DC:  American  
learn  when  to  use   Psychological  Association.  
nonparametric  tests.    
Students  are  introduced   Chapter  17:  Salkind,  N.    (2013).    
SWK  756   Spring  2015   15  

Unit   Topic   Readings   Assignments  

to  Chi-­‐square,  Cramer’s   Statistics  for  people  who  think  

Phi,  Mann-­‐Whitney  U   they  hate  statistics,  3rd  edition:  
Test,  and  Wilcoxon’s   Excel  Edition.    Thousand  Oaks,  
Matched-­‐Pairs  tests.    In   CA:  Sage.      
addition,  students  
learning  the  components   Hong  &  Morrow-­‐Howell  article  
of  a  discussion  section.  

14   Dissemination  of   Chapter  8:  American  Psychological   Final  Project  Due  

Findings   Association.    (2010).    
Publication  Manual  of  the  
Students  demonstrate   American  Psychological  
their  ability  to   Association,  6th  ed.    
disseminate  the  findings   Washington,  DC:  American  
of  their  research  study   Psychological  Association.    
by  either  submitting  a  
written  report  or  giving  a   Chapter  27:    Orcher,  L.  (2014).  
presentation.  Students   Conducting  research,  2nd  edition.    
critically  analyze  the   Glendale,  CA:  Pyrczak.      
strengths  and  
weaknesses  of  their   Bowen  article  
study  design.    They  
reflect  upon  how  the  
results  of  their  study  
contribute  to  social  work  
practice  and  the  research  
base  of  the  profession.  

**  March  16  –  March  21:  Spring  Break  (no  classes)  

Note:  The  instructor  reserves  the  right  to  correct  or  modify  the  syllabus  as  necessary  at  any  
time  during  the  semester.  Changes  will  be  put  in  writing  and  announced  on  Blackboard.  

SWK  756   Spring  2015   16  

What  Makes  a  Good  Research  Team  and  Class  Member?  

Components   Excellent     Average   Poor    

(90  –  100%)    (83  -­‐  89%)   (below  83%)  

Components   Excellent   Average  (What’s   Poor  

Shows   Attends  all  classes  (misses   Attends  most  classes   Attends  some  classes  
commitment  to  the   1  class  )   (misses  2  or  3  classes)   (misses  more  than  3  
team:  Establishes  a   classes)  
Functions  as  an   Asks  questions  that  delve   Asks  questions  to  clarify  
Doesn’t  ask  questions  
active  participant:     deeper  into  a  topic;  helps   a  concept  for  oneself   during  class,  but  then  
Strives  to   to  illustrate  a  point  for   relies  on  other  students  
thoroughly   further  understanding   later  to  help  with  work  
understand  what  is   OR  asks  too  many  
needed  to   questions  in  class  that  
accomplish  a  task   impedes  the  progress  of  
Listens  actively  &   Recognizes  when  others   Listens  when  other   Does  not  recognize  with  
projects  a  helpful   seem  to  be  struggling  and   students  are  struggling   others  are  struggling;  
presence:   offers  help  to  other   and  provides  help  to   Avoids  helping  students  
Provides  support   without  being  asked   when  asked   by  not  volunteering  to  
to  a  team  member,   help  when  someone  asks  
understanding  that   for  help,  avoids  eye  
its  success  depends   contact  when  students  as  
on  each   a  question,  or  refuses  to  
individual’s  success   help  
Communicates   Does  not  engage  in   Does  not  engage  in   Engages  in  disparaging  
constructively:   negative  or  disparaging   negative  or  disparaging   talk  about  other  students  
Holds  each  team   talk  about  other  students   talk  about  other   or  sits  by  “silently”  while  
member  in  high   and  confronts  instances   students;  avoids   others  do  (implicit  
regard,  respects   when  others  do;   participating  in   collusion);  does  not  
the  value  and   communicates  personal   discussions  where  other   communicate  concerns  
worth  of  each   concerns  directly  with  the   students  are  discussed     with  the  individual  
person   individual   directly  
Demonstrates   Completes  work  in   Completes  work  on  time   Does  not  complete  work  
reliability:   advance  in  order  to   on  time  OR  waits  until  the  
Understands  that   receive  feedback  or  have   last  minute  when  revision  
the  team  process   time  to  revise  if  necessary   or  corrective  action  is  
SWK  756   Spring  2015   17  

relies  on   unattainable  

completing  their  
work  with  time  left  
to  integrate  and  
Personal   Deals  with  stress  and   Tries  to  deal  with  stress  
Does  not  deal  with  stress  
responsibility:   frustration  in  a   and  frustration,  but  may  and  frustration  in  a  
Managing  one’s   constructive  way  while  not   approach  others  in  an   constructive  way;  is  
own  issues  so  as  to   burdening  others;  does   abrupt  manner,  but   negative  or  disrespectful  
not  impede  the   not  appear  rude  or   later  apologizes  or   to  others  that  can  lead  to  
team  progress   disrespectful  to  others   reconciles  one’s  actions   ineffective  or  inefficient  
even  when  under  stress   team  progress  
Problem-­‐solving:     Identifies  team  problems   Identifies  personal   Identifies  neither  team  
Works  to  address   (both  individual  and  team)   problems  that  impedes   nor  individual  problems  
and  resolve   that  impede  team   individual  progress  (e.g.,   that  impede  team  
problems  within   progress  and  works   sleeping  late,  not   progress  (e.g.,  “I  don’t  
the  team  as  they   toward  finding  a   reading  chapters,  not   care  about  this  class,  the  
arise   resolution   doing  homework  on   project,  or  anyone  else’s  
time)  and  works  to   problems)  and  
correct  it   approaches  it  with  a  
“hands-­‐off”  attitude  

SWK  756   Spring  2015   18  


This  quality  of  participation  will  be  determined  by  your  professor  and  your  classmates.  Why  are  
we  doing  this?  This  is  part  of  peer-­‐review.  In  research,  we  do  a  lot  of  peer-­‐review  and  provide  
feedback  from  each  other’s  work.  This  will  be  a  great  experience  and  practice  for  you  to  do  the  
peer-­‐review   of   each   other’s   quality   of   participation   in   class.     Your   participation   grade   will   be   an  
average  of  the  class’  (and  professor’s)  ratings.    

0   1   2   3   4   5   6   7   8   9   10  

None                     significant    

                      &  quality  


                      to  class  

Student:                                       Rating  

Participates  in  class  discussion  actively.    

Participates  in  group  activities  actively.  

Shares  feedback  and  insights.    

Asks  questions.    

Student:                             Rating  

Participates  in  class  discussion  actively.    

Participates  in  group  activities  actively.    

Shares  feedback  and  insights.    

Asks  questions.    

SWK  756   Spring  2015   19  

Student:                   Rating  

Participates  in  class  discussion  actively.    

Participates  in  group  activities  actively.    

Shares  feedback  and  insights.    

Asks  questions.    

SWK  756   Spring  2015   20  


Final  Presentation  

This  goal  of  this  assignment  to  demonstrate  your  ability  to  master  the  following  practice  
● PBF11:  distinguish,  appraise,  and  integrate  multiple  sources  of  knowledge,  including  research-­‐based  
knowledge,  and  practice  wisdom  (EP  2.1.3);  
● PBF12:analyze  models  of  assessment,  prevention,  intervention,  and  evaluation  (EP  2.1.3);  and  
● PBF13:  demonstrate  effective  oral  and  written  communication  in  working  with  individuals,  families,  groups,  
organizations,  communities,  and  colleagues  (EP  2.1.3).  
● PBF21:  use  practice  experience  to  inform  scientific  inquiry  (EP  2.1.6);  and  
● PBF22:  use  research  evidence  to  inform  practice  (EP  2.1.6).  
● PBF32:  collect,  organize,  and  interpret  client  data  (EP  2.1.10b);  
● PBFSSW9:  Stay  current  with  school  based  intervention  research  and  use  evidence  informed  practices  in  service  
delivery  (EP  2.1.6).  
● PBFSSW10:  Conduct  systematic  assessment,  data  gathering  at  multiple  levels  using  a  variety  of  methods  to  
assess  the  needs,  characteristics  and  interactions  of  students,  families,  and  school  environment  (EP  2.1.10b).  
For  this  assignment,  you  must  either  write  a  professional  research  paper  or  make  a  presentation  (to  
be  determined  by  instructor).    The  following  components  are  required:    

1. Introduction  
a. Purpose  and  rationale  for  the  study  
b. Background  information  about  the  problem  
c. Formal  research  question  
2. Literature  review  
a. Review  of  research  literature  that  relates  to  the  topic  of  study  
3. Methodology    
a. Participants  
b. Measures  (include  data  collection  tool)  
c. Procedures  
d. Ethical  considerations  for  participants  of  diverse  groups  and  
4. Results  
5. Discussion  
a. Summary  of  findings  
b. Reliability  and  validity  issues  
c. Implications  for  future  research  and/or  practice  
6. References  (at  least  10)  
SWK  756   Spring  2015   21  


Grading  Criteria  


0  =  component  is  missing  from  the  assignment  

1  =  component  superficially  addressed;  missing  detailed  analysis;  may  have  some  incorrect  information  

2  =  component  adequately  addressed;  evidence  of  beginning  mastery  of  the  content  area;  may  lack  depth  

3  =  component  addressed  well;  evidence  of  mastery  of  the  content  area  

Component   Rating   Points  

CONTENT:  Introduction  (10%)      

Clearly  explains  the  purpose  and  rationale.    

Clearly  summarizes  the  background  information  or  problem.      

Clearly  states  the  hypotheses  and  research  question(s).      

CONTENT:  Literature  Review  (10%)      

Clearly  summarizes  the  literature  reviews.      

Clearly  shows  how  the  reviews  are  relevant  to  the  study.      

Clearly  includes  all  10  references.      

CONTENT:  Methodology  (20%)      

Clearly  includes  the  sampling  plan  of  participants.        

Clearly  summarizes  the  data  processing  and  analysis.      

Clearly  includes  the  ethical  considerations  (diversity  &  population-­‐at-­‐risks)  and  protocols.        

CONTENT:  Results  (20%)      

Clearly  includes  descriptive  statistics  of  participants  that  are  relevant  to  your  study.      

Clearly  shows  the  data  summary  of  results  of  your  two  items.      

Clearly  explains  the  results  overall.      

CONTENT:  Discussion  (20%)      

Clearly  includes  summary  of  findings.      

Clearly  explains  the  strengths  and  limitations.      

Clearly  discusses  the  implications  and  future  research  studies.      

SWK  756   Spring  2015   22  

PRESENTATION  (20%)      

Presentation  is  communicated  clearly.    

Presentation  is  clearly  organized.      

Presentation  includes  citations  and  references  throughout  following  the  APA  guidelines.    

Presentation  is  concise  (time-­‐wise)  and  clear.    

Presentation  copy  is  ready  and  handed  out  to  professor  (for  classmates  is  optional)    

Presentation  is  creative,  engaging,  and  used  visual  aids.    

Presentation  is  delivered  in  a  professional  manner.      


SWK  756   Spring  2015   23  


American  Psychological  Association.  (2010).  Publication  Manual  of  the  American  Psychological  
Association,  6th  edition.    Washington,  DC:  APA.  

Balnaves,  M.,  &  Caputi,  P.    2010.  Introduction  to  Quantitative  Research  Methods:  An  Integrative  
Approach.    Thousand  Oaks,  CA:  Sage.  

Orcher,  L.    (2014).  Conducting  Research:  Social  and  Behavioral  Methods,  2nd  edition.    Glendale,  
CA:  Pyrczak  Publishing.  

Patten,  M.    (2014).  Understanding  Research  Methods,  9th  edition.    Glendale,  CA:  Pyrczak  

Pyrczak,  F.  (2013).  Evaluating  Research  in  Academic  Journals,  5th  edition.    Glendale,  CA:  Pyrczak  

Weinbach,  R.,  &  Grinnell,  R.    (2010).  Statistics  for  Social  Workers,  8th  edition.    Boston,  MA:  Allyn  
&  Bacon.