Bachelor of Social Work Program*
SWKK312, Section110 Social Work Research and Statistics
Semester: / Fall 2016Instructor: / Emily A Greytak, PhD
Instructor Contact / Skype: emily.greytakPhone: 646-785-9798 Messages:Via Blackboard (Sending message through course Blackboard “messages” is BEST contact method)However, if it is extremely time sensitive, then might want to email:
Office Hours: / Sundays 12-5pm & Mondays 5-8pm (by appointment)
Meeting with your Professor: / Arranging to meet with me is quite easy! We can meet via phone, Skype, or FaceTime during my office hours. If you would like to make an appointment to meet with me during office hours – message me through Blackboard or email me or to schedule, ideally at least 24 hours in advance of your preferred meeting time. If you want to use Skype, but do not have it at your home, do not worry, everything is available for use in the social work suite. Occasionally there may be times when you need to meet with me, but are not able to do so during my office hours. In that case, please contact me to set up possible alternative time for a meeting. Please do use me as a resource as you need throughout the semester. Note that there will also be open forums on Blackboard to ask questions as well.
Mode of Instruction Course Access: / This course is a 100% online course and will be delivered via TAMUCT Blackboard Online Learning ( You will use the Blackboard username and password communicated to you separately to logon to this system. Please ensure that you are able to access and utilize Blackboard during the first week of this class. It is also CRITICALLY important that you connect your personal email account to your University email, as communications will take place via Blackboard/your University email.“Lectures,” assignments, quizzes, testing, and grades will all be accessed via Blackboard. In addition, you will be asked to regularly respond to Discussion Board Forums on Blackboard. For assistance with Blackboard, visit: (for more information about Blackboard, see the technology requirements and support section in this syllabus)
Required Text: / Rubin, A., & Babbie, E. (2014). Essential research methods for social work. (8thed.) Belmont, CA: Thomson/Brooks/Cole.
Salkind, N.J. (2014). Statistics for people who (think they) hate statistics. (5th ed.). Thousand Oaks, CA: SAGE Publications.
Other select readings will be provided by instructor via Blackboard.
(Recommended Text: American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington D. C.: Author.)
*The TAMUCT Social Work Program is currently seeking accreditation with the Council on Social Work Education (CSWE). For the current status and questions, please contact Tammy Molina-Moore, Interim Program Director, at.
The following course has infused curriculum that prepares students with the necessary casework skills required by 45CFR 1356.60 Title IV-E Training Program.
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Course Overview & Description
Research I: Social Work Research and Statisticsis designed to provide students with the foundation principles and concepts of the scientific method and social science research. Students also learn the basics of statistical data interpretation and critical analysis of research. Topics include: quantitative and qualitative research strategies,research design and methodology, and inferential and descriptive statistics.
This courseis designed to build on students’ knowledge of the scientific method and provide foundational principles and concepts germane to social science research and develop an understanding of the relationship of research to social work practice. Specifically, students in this course review the importance of recognizing, engaging in, and using evidenced-based practice as a form of ethical and best-practice methodology in service. Focus in the course includes understanding the ethics and history behind social science research, exploring the most common research designs for social scientists, and understanding rationale for their use (quantitative and qualitative). Students are also exposed to key concepts most often used at the generalist level of social science research (i.e., variables, relationships, sampling) and engage in an introductory understanding and analysis of basic statistical concepts, to include types of inferential and descriptive statistics. An important goal of the course is to increase students’ ability and interest in becoming critical consumers of research.
Prerequisite:None
Objectives & Related CSWE Practice Behaviors
This course provides content that helps to prepare you, the generalist social work student, to engage in the following CSWE competencies and related practice behaviors:
- 2.1.1c: Attend to professional roles and boundaries.
- 2.1.2b: Make ethical decisions by applying standards of the NASW Code of Ethics.
- 2.1.2d: Apply strategies of ethical reasoning to arrive at principled decisions.
- 2.1.3a: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom
- 2.1.3c: Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, and communities.
- 2.1.6a: Use practice experience to inform scientific inquiry.
- 2.1.6b: Use research evidence to inform practice.
The objectives for this course, that support the CSWE related practice behaviors, are:
- Describe how research is part of generalist social work practice.
- Demonstrate an understanding of various research concepts used in social work practice.
- Apply critical thinking skills to inform and communicate professional judgment about statistical tests to utilize and/or apply.
- Demonstrate the ability to accurately apply statistical and research concepts to understand and interpret social work/social welfare related issues.
The following table shows the relationship between: A) the course objectives, B) the CSWE related practice behaviors, and C) the assignments used to assess your ability to fulfill the objective related to the practice behavior:
- Objectives
- CSWE Related
(This is the practice behavior that objective supports) /
- Course Assignments
- Describe how research is part of generalist social work practice.
- Course Engagement Assignments
- Exams
- Homework
- Demonstrate an understanding of various research concepts used in social work practice.
- Exams
- Quizzes
- Homework
- Course Engagement Assignments
- Apply critical thinking skills to inform and communicate professional judgment about statistical tests to utilize and/or apply.
212d
213a
213c
211c /
- Exams
- Capstone Project
- Demonstrate the ability to accurately apply statistical and research concepts to understand and interpret social work/social welfare related issues.
216b /
- Quizzes
- Exams
- Homework
- Course Engagement Assignments
- Capstone Project
Getting Started
To help you get started with this course, I recommend that you take time to read through the syllabus and look around Blackboard.The syllabus, along with Blackboard, will be the primary communication and information resources that I will use to share and update information regarding assignments and other course expectations. I would also suggest obtaining a calendar or other reliable source you check daily and begin entering due dates for assignments for this and another other classes (and obligations) you may have. It has been my experience that the most successful students begin with a plan of organization.
Teaching Method
The primary teaching approaches in this course will be online lectures, readings, and active (applied) learning. Material in the course will be presented through online lectures, discussion questions, readings and a variety of assignments – all accessible through Blackboard.
Technology Requirements and Support
This course will use the TAMUCT Blackboard Learn learning management system.
Logon to to access the course.
Username: Your MyCT username
(xx123 or everything before the "@" in your MyCT e-mail address)
Initial password: Your MyCT password
Check browser and computer compatibility by using the “Test Your Browser” button, found in the “Check Your Browser” module on your Blackboard dashboard, once you have logged in.
For technology issues, students should contact Help Desk Central.
24 hours a day, 7 days a week:
Email:
Phone: (254) 519-5466
Web Chat:
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues well in advance of deadlines.
About Your Professor, Emily Greytak, PhD
I am truly thrilled to be teaching this course! I so enjoy sharing my passion for applied research with students who are interested in making a difference in people’s lives. I started my career as a practitioner – specifically working as a counselor and educator at a victim service agency where we focused on issues like sexual violence, child abuse, and other serious crimes. I continued with my work as an educator working specifically on anti-bias issues at a civil rights organization, providing training to teachers and students on multicultural education, racism, sexism, and other types of diversity issues. After these five years working in non-profit agencies running education programs, I started to wonder whether the programs we were doing were truly making a difference and I wanted to learn what the research said about the best ways to do this work. That’s when I decided to go to graduate school. When I got to graduate school, I quickly learned that, at least at that time, there was a dearth of research on effective practices related to education programs on these topics. So I decided to stay in graduate school for my Phd so that I could conduct this type of research. And that’s what I have been lucky enough to do. I have used my research skills to help understand, evaluate, and advocate for social welfare and social change. I feel incredibly lucky to have had a career where I could, as a researcher, follow my passions and work for causes that I believe deeply in. I have conducted applied research on a variety of organizations and on a number topics close to my heart, including mandated reporting of child abuse laws and trainings, campus sexual assault, and criminal justice reform. For the past nine years, I have had the absolute pleasure of working on lesbian, gay, bisexual, and transgender issues in schools at GLSEN (Gay, Lesbian and Straight Education Network) where I currently serve as the Research Director. As your professor, I bring with me not only the experience of conducting and using research in service of social good, but also the commitment to making research relevant, accessible, and usable to you as students and as future practitioners.
In addition to my research work, I really enjoy teaching at the undergraduate and graduate level. I get excited talking to students about these topics and I find that thinking about and discussing these concepts with students helps me understand them and appreciate them better as well. This is the third semester teaching this course for TAMU-CT and I’ve so enjoyed working with students here over the past year.
Lastly, although certainly not least important, I was raised by a social worker (until retirement, my mother was a clinical social worker in upstate NY, working in clinics and private practice, and very active in her local NASW chapter) and a college professor (my father, initially schooled at St. Edward’s University in Austin, TX, was an Economics professor at Syracuse University) so serving as a college instructor of social work students has a very special resonance to me.
What else is there to know about me? Well, since this is an online course, I’m able to teach it from New York City, where I live with my two very cute cats and my even cuter (at least to me) five-year-old child. I’ve lived in New York City for 11 years, and I find it both exhilarating and at times, exhausting, but I wouldn’t trade it. I think it’s a great place to live and even better place to raise a kid. Before moving here, I lived in another wonderful East Coast city, Philadelphia. Originally, I’m from Syracuse, NY, known as being one of, if not the, snowiest cities in the country! While I grew up skiing, I now prefer the indoors when it’s cold out, and as the semester goes on, will certainly be wishing I were enjoying the Texas weather with you all!
Professor’s Approach to Teaching & to the Course
I truly believe that education is most useful when it is usable. And that means that unless you are able to get something out of it, to see a connection between the subject matter and something you care about, I don’t believe that any class will have any true impact. So I will strive to make the course relevant to your lives, as practitioners, as learners, and as people. Obviously, there is a certain curriculum that I plan to teach and a certain set of skills that you need to learn. But, I will strive to tailor the course to you as much as possible and take your needs into consideration. In addition, I want us to be able to take advantage of the opportunities happening in the world around us. This means I might need to switch around some readings or change the planned focus of a discussion or provide more options for an assignment. Of course, to do that, I need to know where you are all at – what you know, what you don’t know, what you think, what you are interested in, what is challenging to you, etc. This is why communication will be key in this course. I will strive to be as clear, open, respectful and accessible to you as possible. Specifically, I will I will be certain to keep you updated of any changes to the course schedule. I will also let you know, each class session, what the plans are for that class and will communicate with you via Blackboard regarding any updates. I will be available for any questions you have about the structure, content, or your progress in the course. In return, I will expect you to be as engaged, communicative, and responsible not only to me, but also to each other.
Course In Summary
Research I: Social Work Research and Statisticsis an advanced-level course requiring you to demonstrate professional understanding, as well as technical and analytical skills.My role is to facilitate your successful completion of this course.I will provide you with the information and resources (i.e. handouts, recordings, time to meet with me, etc.) necessary to help you complete your assignments and to achieve your goals. I will also provide you with the feedback necessary to help you achieve your goals as you move throughout this course.I will do my very best to support you, and facilitate the process; however, it is up to you to complete the work, and own the work.Research may come naturally to some of you and for others, it may be more challenging. You may begin the process feeling uncertain and ambivalent and occasionally you may doubt your abilities and the process. Remember, I am here to help. Reach out to me with questions and IT for any technological support. My job is to help you get excited about research and see how it can benefit your work. I don’t expect all of you to fall in love with research, but I am confident that you call can learn a lot of useful information and skills. Please don’t hesitate to contact me with any questions, concerns, or requests! I’m looking forward to working with all of you!
Expectationsfor Students
Research I: Social Work Research and Statisticsis an advanced level course. This means that this course is one of three designed to help you build upon your current social work knowledge and skills by helping you to focus them on a more specific topic area; in this case - research. There are three areas of focus for this course: 1) knowledge and understanding, 2) technical and analytical skills, and 3) professional behavior.
In this course, you will be introduced to many new concepts. It will be critically important that you take time to not just remember but to comprehend these concepts; what they mean, and when and how you apply them. Repetition and practice are both critical for remembering information, understanding concepts and developing new skills. Therefore, it is strongly recommended that you NOT rely solely on class lectures, but that you take time to read the information as well. As you start to become more familiar, you will also begin to understand the concepts. For most students, reading and/or hearing the information once is not sufficient. Consistent exposure (i.e. re-reading, replaying lectures, reviewing notes, talking it out with peers, etc.) helps tremendously with remembering and comprehending the information.