HPC -5340-101 Research in Student Development/Student Affairs

Appalachian State University

HPC -5340-101 Research in College Student Development/Student Affairs

Spring 2015

Tuesday 11:30-2:20pm

Location: RCOE 301

INSTRUCTOR

Dr. Diane M. Waryold

Office location: 334B RCOE

Office telephone: 262-6067

Home telephone: 297-2292 (please do not call after 9:00pm)

Email:

Office Hours: Drop-in and by appointment

Course description

The first year of the CSD graduate degree curriculum includes the first course of a two-course sequence, HPC 5340-101 Research in Student Development/Student Affairs. The second course is HPC 6330-101-Assessment and Program Evaluation in Student Affairs. These courses are designed to support students’ development of knowledge, attitudes, and skills needed to be:

(a) A critical consumer of the Student Affairs literature.

(b) A professional who can apply research processes used to complete studies in Student Affairs, including qualitative and quantitative methodologies.

(c) A professional who can create a deeper understanding of the facilitation of learning experiences of college students in out of classroom settings.

(d) A mindful and intentional Student Affairs practitioner who utilizes evidence based decisions and actions through thoughtful analyses of data.

(e) A professional who can design and carryout a systematic and meaningful assessment of a genuine problem or challenge in the field.

(f) A professional who can effectively communicate evidence-based ideas, analyses, and recommendations that enhance the practice of Student Affairs.

(g) A professional who understands the ethical considerations in conducting sound research in Student Affairs and the Human Subjects guidelines and University Institutional Review Board (IRB) requirements to support such research.

Catalog Description

HPC 5340-101 is an introductory course designed to provide opportunities for graduate students to review, evaluate, conduct and disseminate educational research related to the practice of Student Affairs.

Specific Learning Outcomes

Students who successfully complete this course will demonstrate, through course activities and assignments, knowledge of:

(a) The purpose and function of research, assessment and program evaluation in student affairs administration.

(b) A comprehensive model of research, assessment, and program evaluation to be used to evaluate student affairs practice.

(c) Research processes used to complete assessment and program evaluation, including qualitative and quantitative methodologies and a mixed methods approach.

(d) The importance of a comprehensive review of literature in planning and conducting assessment, evaluation, and research in student affairs.

(e) Ethical considerations in conducting research in Student Affairs.

(f) The University Institutional Review Board (IRB) requirements for conducting an research, assessment or program evaluation study that involves human subjects at ASU.

Students who successfully complete this course will demonstrate, through course activities and assignments, attitudes related to:

(a) The potential benefits of research, assessment and program evaluation in Student Affairs administration.

(b) The importance of producing good research by maximizing the reliability, validity, and/or trustworthiness in all phases of the study.

(d) The importance of using theoretical and/or empirical evidence to support ideas, decisions, and recommendations for practice.

Students who successfully complete this course will demonstrate, through course activities and assignments, skills in:

(a) Defining a meaningful Student Affairs problem that is appropriate for research, assessment or program evaluation.

(b) Critically analyzing and synthesizing theoretical and empirical literature related to the problem.

(d) Devising an appropriate research design to examine the problem.

(e) Acquiring confidence in your ability to design and carry out a systematic assessment of a genuine problem or issue in a functional unit within student affairs.

Several approaches will be employed to attain these course objectives. These include- readings, case studies, discussions, guest panel presentations, video, consultation, workshops, and several writing and presentation assignments.

Required Texts:

These texts are required for both classes.

Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th Edition). Boston: Pearson.

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

Supplemental Texts:

Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1993). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.

Collins, K.M & Roberts, D.M (Eds). (2012). Learning is not a sprint: Assessing and documenting student leader learning in cocurricular involvement. Washington, DC: NASPA.

Dillman, D.A., Smyth, J., & Christian, L.M. (2009). Mail and Internet, Mail and Mixed-Mode Surveys: The Tailored Design Method. Hoboken, NJ: John Wiley Co.

Fraenkel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in Education. Boston: McGraw Hill.

Gall, M.D., Gall, J.P, & Borg, W.R. (2006) Educational Research: An Introduction. New York: Longman.

LaFountain, R.M. & Bartos, R.B. (2002). Research and statistics made meaningful in Counseling and Student Affairs. Pacific Grove: Brooks/Cole

Malaney, G. D. (Ed.). (1999). Student affairs research, evaluation, and assessment: Structure and practice in an era of change. New directions for student services series, No. 85. San Francisco: Jossey-Bass.

Pickering, J. W., & Hanson, G. R. (2000). Collaboration between student affairs and institutional researchers to improve institutional effectiveness. New directions for institutional research, No. 108. San Francisco: Jossey-Bass.

Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass.

Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nd Edition). Newbury Park, CA: Sage.

Patton, M. Q. (2002). Qualitative evaluation and research methods. (3rd Edition). Thousand Oak, CA: Sage.

Rankin, E. (2001). The work of writing: Insights and strategies for academics and professionals. San Francisco: Jossey-Bass.

Schuh, J. H., & Upcraft, M. L., & Associates. (2001). Assessment practice in student affairs: An applications manual. San Francisco: Jossey-Bass.*

Sowell, E. J. (2001). Educational Research: An integrative introduction. Boston: McGraw Hill.

Stage, F.K., & Manning, K. (2003). Research in the college context: Approaches and methods. New York: Brunner-Routledge.

Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for practitioners. San Francisco: Jossey-Bass.

On-line Resources

Association for the Study of HE http://www.ashe.ws/

CAS http://www.cas.edu/

UCLA Research Institute http://www.gseis.ucla.edu/heri/

National Center for Postsecondary Improvement-inventory of HE assessment tools

http://www.stanford.edu/group/ncpi/unspecified/assessment_states/instruments.html

ACPA’s Commission –Assessment & Evaluation http://www.acpa.nche.edu/commae

NASPA Assessment Knowledge Community http://www.naspa.org/constituent-groups/kcs/assessment-evaluation-and-research

NASPA Assessment Consortium http://www.naspaconsortium.org/

ASU Student Development Assessment Committee http://www.sdac.appstate.edu/

ASU Institutional Research (IRAP) http://irap.appstate.edu/

Resources on Assessment http://www2.acs.ncsu.edu/UPA/assmt/resource.htm

Sample size http://www.surveysystem.com/sscalc.htm

Word Counter http://www.wordcounter.com/

Course Requirements, Grades and Miscellaneous Information

Attendance and participation in class- Regular class attendance and full participation are necessary to achieve the course objectives. Effective learning is enhanced when students complete all reading assignments, written assignments and experiential exercises. The input of each student is valuable. There is much that we can learn from each other’s contributions. Unexcused absences will jeopardize the student’s final grade. Notify instructor in advance if you will miss class. Punctuality is one of the hallmarks of a professional. With this said, please provide classmates and the instructor with the professional courtesy of being on time for class and avoid leaving early.

Student Religious Observance Policy Requirement (S.L. 2010-211)- NC law authorizes a minimum of two excused absences each academic year for religious observances required by the faith of a student. If you will be missing class because of a religious holiday/observance, please e-mail me prior to class to alert me of your anticipated absence.

Inclement Weather

In the event of inclement weather, class may be postponed. Check e-mail for notification of class cancellation. If e-mail is down due to electrical outage or if you are uncertain as to whether or not class will meet, please phone Dr. Waryold at home.

Technology

Many students will bring technology to use in class – laptops, tablets; even smart phones are permissible for class use ONLY- providing they are used for class purposes and not for checking mail, surfing or recreation during class. Students are welcomed to bring these devices to class but should know that non-class uses, during class, will subject students to loss of points for the participation grade. Cell phones, beepers or other electronic devices can disrupt class for everyone. Please turn off such devices if you bring them to class. If you have special circumstances, please discuss these with the instructor.

Academic Integrity

Academic Integrity is central to effective learning in all academic communities. It is expected that students will neither engage in nor facilitate cheating. Students should know and adhere to ASU’s Academic Integrity Code. It can be found at http://studentconduct.appstate.edu

Timely submission of assignments

It is expected that all assignments will be submitted by the deadlines noted in this syllabus. Late assignments will not be accepted except for extraordinary circumstances that are pre-approved by instructor. Assignments are due at the beginning of class on the dates indicated on this syllabus.

When submitting a draft of your research project- always include previous draft(s) with the current version. If previous drafts are not included, the paper will be returned without review.

Writing Style

All work is expected to be of graduate level caliber. Papers should be written using APA style. You are encouraged to have your work proofread. Excessive typographical and grammatical errors detract from the content of your work and will be reflected in your grade. All assignments should be typed, with 1 inch margins, double-spaced, and stapled. Double side use of paper is encouraged. Fancy packaging is expensive and unnecessary. Please turn in original copies only- Xerox copies will not be accepted.

Accommodations

ASU and the Department of Human Development and Psychological Counseling are committed to providing a classroom and institutional climate in which all students can thrive. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations. Reasonable accommodations will be made for all students without regard to race, color, national origin, religion, gender, sexual preference, disability or veteran status.

Assignments

1. Project Proposal

Students will work in pairs to design a meaningful research/assessment project. Students will devote their entire semester to the design of a study (proposal). This proposal will be implemented in the fall in Assessment class. It is an expectation of these two courses that you create a meaningful study that will be submitted for publication (written publication, poster session and/or presentation). The proposal should be "original." That is, to the best of your knowledge, no one else has ever conducted this EXACT piece of research before. Pick a topic that excites you. Explore a subject or problem that is or could become your niche. But, with that said, be certain to work in an area in which you can be objective.

The objective in writing a proposal is to describe what you will do, why it should be done, how you will do it and what you expect will result. Being clear about these things from the beginning will help you complete your proposal in a timely fashion. A vague, weak or fuzzy proposal can lead to a long, painful, and often unsuccessful academic exercise. A clean, well thought-out, proposal forms the backbone for a solid study.

This project should assess or evaluate some aspect of student life within a department at Appalachian State University. Because this research will be conduct during a 2 semester period, it is usually too ambitious to work outside of ASU. However, it is not impossible to conduct a generalizable project within this timeframe. Student life may encompass the various programs within the Division of Student Development or support programs within Academic Affairs. Students should utilize qualitative or quantitative methods, or a mixed methods approach. Students should show evidence of a good rationale for choosing particular methodologies.

Steps:

Spring 2015

1. Choose topic and form research teams based upon interest area.

2. Choose presentation slots.

3. Meet with functional area to pitch study. Or choose a study that has been pitched to you!

4. Write proposal. Include a thoughtful time line (and stick to it)!

5. Present proposal to class for feedback.

6. Revise proposal.

7. Conduct a thorough review of literature to frame your study.

8. Identify a conceptual framework to support your study.

9. Go through the IRB process and seek approval (or exemption).

10. Share the proposal with your unit under study to solicit feedback.

11. Create and validate a LDI (Locally Developed Instrument)- If your project includes the creation of a LDI, a draft of this instrument is due at this time (also -IRB requires a copy). Be certain to explain how the LDI was created with attention directed to psychometrics (validity and reliability). If students are using preexisting instruments (CDI-Commercially Designed Instruments), the soundness and appropriateness of the instrument should be described in your methods section. Always be sure to gain permission to use CDI’s and adhere to copyright regulations.

12. Present final proposal to class.

Summer 2015- refine study IF NECESSARY. It is imperative that teams are ready to implement/ “launch” their research study by the start of fall 2015 classes.

Fall 2015

13. Implement study.

14. Present results of study to class (rehearsal). Present poster session.

15. Present results of study to the unit/department.

16. Submit final paper.

17. Revise paper to meet publication guidelines. Submit paper for publication (and/or presentation). Consider creating a poster for extra credit and consider presenting findings at a regional or national conference.

A proposal paper should include (see rubric), at a minimum;

· Working title- This should describe as precisely and specifically as possible the topic under study.

· Introduction- First paragraph in the research paper. Its purpose is to “hook” (create interest) so that the reader will want to continue reading the paper. This paragraph can also include a description of the functional area in which the project is being conducted- include mission and program objectives (if appropriate). It may also include a description of student demographics of the target population/sample under study.