Bradley University Social Work Program
SW 260 Research Methods
Bradley Hall 203
Spring, 2003
Instructor: Wayne Evens,
MSW, Ph.D.
Bradley
Hall 124
Ph: 677-2392
E-mail: evens@bradley.edu
Office
Hours: MWF
10:00-11:00 and 1:00-2:00 or by appointment
Class
Schedule:
MWF 9:00-9:50
Blackboard: The course has a
Blackboard site. I will post lecture notes and assignments there, and I will be
setting up a bulletin board and chat room for class projects. In the first
class I will explain how to access Blackboard. If you use an email other than
your Bradley email please let me know so I can change your email in Blackboard.
Also, all grades are posted to Blackboard so you can check your grades.
Accommodation: Any student with a
disability or special need who requires accommodation should inform the
instructor at the beginning of this course.
Non-Discrimination
Statement:
Students will be expected to display respect for fellow students and clients
unique characteristics including race, color, gender, age, socioeconomic
status, religion, creed, ethnic or national origin, veteran status, disability,
sexual orientation, and political orientation. All assignments will use
non-discriminatory language. See the “classroom rules” attached to this
syllabus.
Intercollegiate
Competition:
Any student representing Bradley University in an intercollegiate competition
(sports, speech, moot court, etc.) may be excused from class with advanced
notice and the proper verification. Students will be allowed to make up work;
however, it is the student’s responsibility to arrange this with the
instructor.
Generalist Practice Principles
1.
A
systems approach provides the basic framework for understanding the generalist
practice perspective and planning interventions with multiple systems.
2.
Problems
in living are presented from a person-in-environment perspective, with focus on
the transactions between individuals and the environment.
3.
Assessments
and interventions must address both intrapsychic and environmental strengths
and stressors.
4.
Generalist
practice involves assessment and interventions at the micro, mezzo, and macro
levels.
5.
Practice
is based on the problem solving process and knowledge, skills, and values that
are applicable across settings with diverse populations and in a variety of
problem areas.
6.
Critical
analysis of social problems is inherent in generalist practice and results in
both practice and policy responses.
7.
Empirical
research provides a solid foundation for both education and practice and
generalist practitioners are expected to participate in practice evaluation
activities.
8.
Generalist
practice often requires the social worker to function in multiple roles depending on the needs of
the client system.
I. Course
Description:
Research
Methods will prepare students for the systematic and analytical evaluation of
practice and the generation of professional knowledge. Students will learn
about the theory of knowledge generation and validation, the ethics of
research, and the methods and process of conducting social work research.
Students will examine several methods of scientific inquiry including
quantitative, qualitative, and applied methods of practice and program
evaluation.
II. Course
Objectives:
Students will
be expected to demonstrate learning in the following areas:
Knowledge
1.
Students
will develop their knowledge of the scientific method in order to better
understand the relationship between social work research and social work
practice.
2.
Students
will develop their knowledge of various research designs and have an
understanding of how to apply designs to questions and problems for the evaluation
or study of individuals, families, groups, organizations, or communities.
3.
Students
will develop their knowledge of the process of conducting research including
problem formulation and conceptualization, conducting literature reviews,
operationalizing the study, sampling techniques, data collection, data
analysis, and interpretation.
Skills
1.
Students
will develop the skill to evaluate appropriateness of various research designs
as applied to various research questions or issues of study.
2.
Students
will develop the skill for sampling techniques to enhance a studies validity
and usefulness.
3.
Students
will develop the skills for data collection methods including evaluating or
developing instruments.
4.
Students
will develop the skill to analyze and interpret data for the generation of
knowledge to inform practice.
5.
Students
will develop skill in using computer data analysis methods including SPSS
Values
1.
Students
will understand the values and ethics associated with ethical and competent
research.
2.
Students
will learn procedures necessary for research to protect vulnerable people and
populations from duress or harm.
III. Resources
Required
Texts:
1. Montcalm, D. & Royse D. (2002). Data analysis
for social workers. Boston: Allyn and Bacon.
2. Erlandson, D. A., Harris, E. L., Skipper, B. L. &
Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods.
Newbury Park: Sage.
IV.
Learning Evaluation
A.
Exams 200
points
There will be two exams each worth 100
points. One
midterm (take home) and a final.
The final will be Wednesday May 14 from 9:00 to 11:00.
B. Research
Project 100 points
The class will
work on a project as a group to develop and implement a research project in
partnership with the social work program. The project will involve developing ways
to evaluate student learning in the social work program. Each student will
develop their own paper and the only phase done as a group will be data
collection and analysis. Assignments that are turned in late will have 1 point
per day late deducted from the score unless prior arrangements are made with
the instructor. The 100 points from the paper will be distributed in the
following manner:
|
ASSIGNMENT |
POINTS |
DATE DUE |
|
Research
question |
5 |
Feb.
7 |
|
Protection
of human subjects |
5 |
Feb.
14 |
|
Research
design |
5 |
Feb.
28 |
|
Sampling |
5 |
Mar.
12 |
|
Literature
review |
30 |
Mar.
24 |
|
Questionnaire |
5 |
Apr.
2 |
|
Data
collection/entry |
10 |
Apr.
11 |
|
Final
paper |
35 |
May
5 |
|
TOTAL POINTS |
100 |
|
C. Various in Class assignments 50 points
There will be
several in class assignments that will be graded. These will be unannounced and
there will be no provisions to make them up. Students will, therefore, want to
be diligent about their attendance.
There will be a total of 350 points for the class.
Grades will be distributed as follows:
315-350
= A
280-314
= B
245-279
= C
210-244
= D
V. Class Schedule
Unit I. INTRODUCTION 1/22 & 24
Introduction
to class and overview
This
class will review the syllabus, the expectations for class, and the
expectations for assignments. Lecture notes dealing with inquiry and how we
know, “what is and what ain’t so,” will be posted to Blackboard.
READINGS:
Montcalm
& Royse CH. 1
Lecture 1 on Blackboard
Unit II. THE EMPIRICAL NATURE OF SOCIAL
WORK: WHY DO WE DO RESEARCH
1/27, 29 & 31
The Integration of
Research and Social Work Generalist Practice
This section will
examine the different kinds of knowledge and understanding used in social work
practice and the purposes of doing social work research (pure or applied).
Types of research strategies such as exploratory, descriptive, explanatory, and
needs assessment are briefly introduced.
READINGS:
Erlandson et. Al. CHPS. 1 & 2
Unit III. THE ETHICS OF
RESEACH 2/3,
5 & 7
The Ethics,
Values, and Respect for Diversity Associated with Social Work Research
This section will
examine the ethical principles and values imperative for social work research that emphasizes respect and
dignity for all research participants, especially
vulnerable populations. The NASW Code of Ethics will be discussed in relation
to research. Students will have some experiential activities to evaluate
examples of studies from the professional literature for ethical violations. A
video will review the Milgram and Zimbardo experiments as examples of
questionable methods. Students will participate in developing consent
procedures for research project for class. Students will also examine the value
of respecting diversity issues when conducting research.
Unit IV. DEVELOPMENT OF THE RESEARCH PROJECT
The
section will discuss the conceptual formulation of a research project.
Discussion will build on
the ways of knowing in lecture 1 to look at research questions and how they
shape methodology. Students will have experiential activities to participate in
evaluation of examples of research designs in studies in the professional
literature.
READINGS: Erlandson
et. al. CHPS. 3 & 4
Montcalm & Royse CH. 3
Problem
Formulation, Conceptualization, and Operationalization 2/17, 19 & 21
This
section covers defining the research questions, hypotheses generation, developing the question and methodology
through a review of the professional literature, defining variables nominally
and operationally, and examining the various levels of measurement of
variables.
READINGS: Erlandson et. al. CH. 5
Research Designs 2/24, 26 & 28
This section will
explore in depth purposes and methods for the research designs of exploratory,
descriptive, and explanatory research. Students will participate in
experiential exercises to decide on the choice of appropriate designs for
various research topics and questions.
READINGS: Erlandson et. al. CHS. 3
& 4
Applied Research Designs 3/3, 5, & 7
This section will take a
more in-depth look at applied agency research such as practice evaluation,
program evaluation, and cost-benefit analysis. This unit is particularly
important as practice now stresses outcome measurement.
READINGS: Alter & Evens on Blackboard
March
4 MIDTERM EXAM DUE
Unit V. IMPLEMENTATION OF RESEARCH PROCESS
Data Collection Methods
B.
Who to Study: Sampling Methods 3/10, 12, & 14
This
section will discuss both probability and purposive sampling techniques and the
strengths and weaknesses of both. This section will introduce concepts such as
the normal curve, the Central Limit Theorem, the Law of Large Numbers, and the
measurement of the standard error.
READINGS: Erlandson et. al. CH. 5
March 17 – 21
SPRING BREAK: HAVE FUN!!
B.
Data Collection Methods and Instrumentation 3/24, 26, 28
This section
will examine and discuss various data collection methods such as interviewing,
questionnaire construction, observation, the use of logs and journals, the use
of standardized scales and instruments, and the use of secondary data. This
section will discuss reliability and validity issues. Students will engage in
experiential learning by constructing a questionnaire to use for the research
project and will engage in the use of standardized instruments.
READINGS: Blackboard
Unit VI. Data Analysis
A.
Organizing the Data 3/31,
4/2, 4
This section looks at the organization
techniques necessary for quantitative data prior to analysis such as entering
data into the computer program (SPSS), converting data to numerical codes, and
developing a codebook. This section will also discuss organizing techniques
necessary for qualitative analysis such as transcribing field notes, organizing
files. Students will engage in experiential learning by using SPSS and
developing a codebook for the research project.
READINGS: Montcalm
& Royce CHS.
4 & 5
March
30 EXAM III
B.
Qualitative Data Analysis 4/7, 9 & 11
This section will
discuss qualitative analysis techniques such as open and axial coding,
constructing categories, interpreting data and building theory, and assessing
the trustworthiness of the data.
C.
Quantitative Data Analysis - Descriptive Statistics 4/14, 16, 18
This section will
examine descriptive statistical analysis of data including frequency
distributions, measures of central tendency, measures of dispersion, measures
of association, and the use of graphics to depict data. Students will engage in
experiential learning using SPSS to manipulate data and well as hand
computation.
READINGS: Montcalm & Royce CHS. 6 & 7
D. Quantitative
Data Analysis - Inferential Statistics 4/17, 21, 23
This section will
examine the use of inferential statistics for data analysis including
chi-square, t-test, ANOVA, Pearson's r, and regression analysis. Concepts of
one and two tailed hypothesis, significance levels, statistical power and error
will be discussed.
READINGS: Montcalm
& Royce CHS. 8, 9 & 10
April 25,28 & 30 E. Lab
Students will use these
periods to work in the computer labs with consultation from the instructor to
due data analysis of research project.
Unit
VII. INTERPRETING RESULTS
This section will examine
how to interpret results and convey them in writing. This section discusses the
various sections that are included in research reports as well as ethical considerations
of reporting.
READINGS:
Erlander et. al. Ch.8
The
remainder of the class will be used to wrap up loose ends and evaluate what has
been learned.
Wednesday
May 14th 9:00-11:00 FINAL
Research Project
You will be expected
to design and implement a research project during this course. Don’t dial
registration and drop yet! We will do this as a class as a group project. Again
don’t drop yet, unlike other class group projects, this project will not
require you to get together outside of class with a small group nor does your
grade depend on others in the class. So…. If you haven’t bailed out yet
continue reading.
The
project will involve the class in working on how to evaluate what students
learn in social work classes.
The process of
conducting a research project will then be broken down into parts. As you
notice in the syllabus, the entire project is worth 100 points, but each part
has points allocated. Each assignment will be discussed in class prior to the
due date. Due to the inevitable law of human nature that @#*@#* happens, all
dates in the syllabi including due dates remain flexible. If due dates change,
they are never moved up, only delayed. Each part of the research project will
lead up to the final paper which will follow the following format.
I.
Introduction
General statement of what the research topic is
II.
Review of the literature
This section should be a review of relevant scholarly literature on the topic
chosen.
(3-5 pages)
III.
Research question or hypothesis
If hypothesis is used, state whether it is one tailed or two tailed, and what
is the null hypothesis.
IV.
Research Design
Was this project descriptive, exploratory, or explanatory using a quantitative
or qualitative data methodology.
V.
Sampling Methodology
What sampling technique was chosen and why. Are there any limitations to the
sampling method chosen? If so what? What was the sampling frame. What was the
sampling process?
VI.
Data Collection Methodology
What was the instrument chosen and why? What are some of the threats due to
bias. What was the process for data collection?
VII. Data
Analysis
What methods are used to analyze the data, descriptive or inferential and why?
VIII. Results
So what did the data say?
IX.
Discussion and implications
The "so what" of research