CALIFORNIASTATEUNIVERSITY, SACRAMENTO

DIVISION OF SOCIAL WORK

SWK 210 section 06 - Social Work Research

Spring Semester, 2008

Time and Location: Tuesday 12:00-2:45 p.m. MRP5002

Instructor:Dr. Francis Yuen, DSW, ACSW. Professor

Office and phone:Mariposa Hall 4007, 916-278-7182.

Web page:

Office Hours:Monday 10:00 a.m. - 12:00 noon, Tuesday 10:00 - 11:00 a.m.

Or by appointment

Course Description:

This course aims to help students develop the necessary competencies for evaluation of practice and for conducting research activities in the field of social work. Students will learn and demonstrate proficiency in the application of qualitative and quantitative research methodologies in social work research. Throughout the semester, students will be active participants in the learning processes. Students will acquire the ability of the following: mastering the problem formulation, determining the proper research design, ensuring ethical and culturally competent studies, constructing appropriate research instruments, collecting suitable data, conducting statistical analysis with necessary technological or computer support, drawing methodologically sound conclusions, and preparing research reports. Above all, students are to become accountable professionals who are informed consumers and producers of research knowledge available in the social work and related disciplines. They would be the researchers who could evaluate one’s practice and contribute to the knowledge base of the profession. The content of the course and the reading materials from sources adhering to the Council for Social Work Education Curriculum policy standards and guidelines will help students develop the necessary competencies for evaluation of social work practice and for conducting social work research in general.

Course Objectives:

Students completing the requirements of this course shall demonstrate competencies in the following:

  1. Identify situations that are amendable to scientific inquiry and articulate research questions that have direct relevance to generalist practice and preparing appropriate and ethical research designs. This objective will be demonstrated by class discussions, examinations, and the required research proposal using appropriate research methodology. (PO 1, 2, 5, 9; EPAS 4.0, 2, M6, 7, 9)
  2. Understand the relevance of quantitative and qualitative research methods and the appropriate contextual use of these methods. Students will be able to appreciate the importance of research in social work practice at the micro, mezzo and macro levels by actively participating in class discussions and activities. (PO 6, 8, 9; EPAS)
  3. Develop data collection instruments, taking into consideration of the logic and connection between the research question, sample population to be studied and the nature of data to be collected. This will be demonstrated by the course examinations and the required research proposal. (PO 9; EPAS)
  4. Collect, classify and analyze data using statistical methods and logically derived techniques, demonstrating proficiency in parametric and non-parametric statistics. This objective will be demonstrated by exercises in class and the project proposal that entails developing research questions, exploring relationships between variables, and drawing conclusions by careful study of a given data set and performing the above functions in the context of the given data set. (PO 1, 9; EPAS)
  5. Interpret the data and communicate the results to relevant audience, and drawing conclusions for the purposes of empirically documenting the effectiveness of new and existing methods of practice with varying client populations. Students will demonstrate the achievement of this objective by providing sound critique of published research studies and participating in small group discussions. (PO 1, 3, 9; EPAS)
  6. Applying research skills and knowledge in evaluating one’s practice and becoming accountable professionals as demonstrated through class discussions and the required research proposal. (PO 1, 9; EPAS)

Course Outcomes:

  1. Students will understand the importance of research in social work practice.
  2. Student will exhibit competency in conducting research to improve practice and contribute to the social work knowledge base.
  3. Students will demonstrate the capacity to conduct qualitative research by involving approaches such as grounded theory and case study methods.
  4. Students will be proficient in developing quantitative research questions, exploring relationships between variables, analyzing nominal, ordinal and interval level data and drawing conclusions by careful study of a given data set.
  5. Students will know the process of evaluating practice and becoming accountable professionals by mastering evaluation research.
  6. Students will become active consumers and producers of research knowledge by conducting, discussing, and critiquing published research studies in small group discussions and presenting reports of their critique in the class.

Required Texts:

Royse, D. (2008). Research Methods in Social Work (5th ed.). Belmont, CA: Brooks/Cole.

Supplemental Text: (If you don’t have a good statistics book, obtain this one.)

Kirkpatrick, L. A., & Feeney, B. C. (2005). A Simple Guide to SPSS for Windows, Version 12.0 and 13.0 (7th ed.). Belmont, CA: Thomson Wadsworth

Reference Texts: (These are references and sources of information for class lectures and further readings. Students are not required to purchase these books)

A. For SPSS:

Kirkpatrick & Feeney (2006). A Simple Guide to SPSS for Windows, Versions 14.0. (8th ed.). Belmont, CA: Cengage Learning.

SPSS Tutorial. (Available through the SPSS program which is installed in computers in social work computer lab)

B. For research:

Grinnell, R., Jr. & Unrau, Y. (2007). Social work research and evaluation (8th ed.). New York: OxfordUniversity Press.

Szafran, F. R. (1999). Social Science research: A cross section of journal articles for discussion and evaluation. Los Angeles: Pyrczak Publishing.

Pyrczak, F., & Bruce, R. (1999). Writing empirical research reports. Los Angeles: Pyrczak Publishing.

Publication Manual of the American Psychological Association (2002). (5th ed.) Washington, D.C (Author).

C. For program evaluation:

Yuen, F. K. O. & Terao, K. (2003). Practical grant writing and program evaluation. Pacific Grove, CA: Brooks/Cole.

United Way of America (1996). Measuring program outcomes: A practical approach. Alexandria, VA: Sales Service/America.

COURSE OUTLINE AND GENERAL CLASS SCHEDULE (Schedule may vary according to the progress of the course)

Topics
/ Readings / Date
Unit I. Basic concepts: Measurement and Research Design
(Week 1)
Overview of SWK210: what it is and what it is not.
A. The purpose of research in social work
  1. Overview of scientific thinking
  2. Role of theory in social work research
  3. Utilities of research in social work practice
  • About Fifty Great Questions.
  • About Six groups for 6 reports: What I know what I don’t?
/ Royse Ch 1.
Assigned Readings
Handouts
Pick your questions and report to study
Locus 210 Yuen / 01/29
B. Doing social work research and ethical issues
  1. Basic research process
  2. Finding research questions
  3. Ethical considerations, Human Subject Review Committee
  • About the Research Proposal
  • Six groups for 6 reports: What I know & what I don’t? pt. 1
/ Royse Ch 2, 3.
Handouts
Assigned Readings: 5
(Week 2)
C. Basic concepts of measurement
  1. Variables and values
  2. Types of scales / levels of measurement:
  3. Validity and reliability
  1. Qualitative or Quantitative? Can it be both?
  2. Exploratory research
  3. Exploratory research: characteristics and uses
  4. Formal and Operational definitions
/ Royse Ch 2, 11.
Assigned Readings
Handouts
Web page
Lum Ch 8 (Locus) / 02/05
(Week 3)
E. Descriptive research
  1. Descriptive research: characteristics and uses
  2. Hypotheses for descriptive research
  • Research question, literature review, research hypothesis, and definitions due (02/12)
/ Royse 8, 9.
Assigned Readings
Handouts
Web page
Yuen, et al. (2007) in / 02/12
(Week 4)
F. Experimental research and Evaluative research
  1. Explanation: causation or association, necessary and sufficient.
  2. Independent and dependent variables
  3. Experimental designs and Pre-experimental design
  4. Quasi-experimental designs and Single subject designs
  5. Practice/program evaluation - introduction
/ Royse Ch 4, 5.
Assigned Readings
Handouts
Web page / 02/19
Unit II. Data collection
(Week 5)
A. Ethical issues in data collection
B. Sampling
  1. Reasons for sampling
  2. Non-probability samples and probability samples
C. Data Collection Instruments (right tool for the right job)
  1. Developing checklist, index, scale, and others
  • Social work implications, ethical considerations, and references due (02/26)
/ Royse Ch 3, 8.
Assigned Readings
Handouts
Web page / 02/26
(Week 6)
D. Surveys: Questionnaire & Interview
  1. Uses of survey research in social work, e.g., needs assessment
  2. Designing questionnaire and interview guide
  3. Advantages and disadvantages of survey techniques
/ Royse Ch 6, 7, 9.
Assigned Readings
Handouts
Web page / 03/04
(Week 7)
E. Observational and other qualitative research techniques
  1. Participant observation
  2. Non-participant observation and other techniques
  3. Advantages and disadvantages of observational and non-obtrusive methods
  4. Content analysis, projective tests, unobtrusive measures, situational tests, focus group, and key informants.
  • Study design, sampling, and data collection plan due (03/11)
/ Royse Ch 10, 11.
Assigned Readings
Handouts
Web page
Fisher, B. & Peterson, C. / 03/11
(Week 8)
F. Other qualitative research and data collection methods
  1. Constructivisit perspective and research
  2. Grounded theory, Ethnography, and Phenomenology
G. Single-subject designs
1. Measurement issues
2. Data collection
3. Data analysis / Royse 10, 11, 4.
Franklin & Nurius: Ch 4, 7, & 18.
Glaser & Strauss
Assigned Readings
Handouts
Web page / 03/18
(Week 9)
H. Program Evaluation
  1. Purpose of program evaluation
  2. Models of program evaluation
  3. Logic model
  4. Data collection and analysis
  5. Reporting out
  • Examination 1 (03/25)
/ Yuen & Terao.
Royse Ch 12
Assigned Readings
Handouts
Web page / 03/25
Spring Recess (No Class) 03/31 - 04/06
Unit III. The application of statistics to social work research
(Week 10)
A. Data processing, SPSS
1. Using SPSS
2. Coding data
B. Descriptive statistics
1. Frequency distributions, charts, and tables
2. Measures of central tendency: mode, median, mean.
3. Measures of dispersion: range, variance, and standard deviation.
4. Measures of association: Chi square, Rho, r. / Royse Ch 13
W&G: Ch 1, 2, 3, 7, 8.
Assigned Readings
Handouts / 04/08
(Week 11)
C. Inferential statistics and Hypothesis testing
  1. Probability and normal distribution
  2. Hypothesis testing and statistically significant relationships
  3. Chi-square, t tests, and ANOVA.
  4. Simple regression and nonparametric options
/ Royse Ch 13
W&G: Ch 4, 5, 6, 7, 9, 10, 11, 12.
Assigned Readings
Handouts
Web page / 04/15
(Week 12)
  1. Inferential statistics and Hypothesis testing (Continued)
  2. SPSS, Data analysis, and Reporting Out
  • Statistical analysis, statistical null hypothesis, and resources due (04/22)
/ 04/22
(Week 13)
E. Review: From research question to research design, analysis, and reporting.
  • Six groups for 6 reports: What I know and what I don’t? pt. 2 (04/29)
/ 04/29
(Week 14)
  • Examination 2 (05/06)
  • Research Proposals Roundtable
/ 05/06
(Week 15)
Course Review: What's next? - Implementation of a research project
  • Research Proposal and Effort Summary Due (week of 05/13)
/ 05/13

EVALUATION OF STUDENT PERFORMANCE

You will be evaluated on your performance on the incremental completion of the different sections of a research proposal, the completed research proposal and its roundtable discussion, the results of two examinations, and class participation (which includes the entry for 50 questions and the 6 groups for 6 reports). Students are encouraged to consult with the instructor on a regular basis on assignments and issues related to this course.

Research Proposal (250 points)

The assignment is to formulate a relevant social work research proposal. Working together as a group of no more than three students for a proposal is strongly encouraged; although student may choose to prepare his/her own proposal individually for the course. Students decide to work as a group will function as a team to complete the proposal assignments. Each student in the group will be assigned individual grades, which are based on the group performance and his/her individual performance.

There is a possibility that your research proposal may serve as a foundation for your future thesis/project (culminating experience). However, students should consult with their thesis advisors to confirm the appropriateness. A detailed handout will be given for this research proposal assignment. The research proposal will be graded on organization, content, and writing skills.

Effort Summary (part of the Content of the research proposal for students who work in a group)

This assignment only applies to students who work in a group. Each student is expected to have equitable contributions to the completion of the group research proposal and will be graded accordingly as part of their own grade for the research proposal. Students should submit a one-page effort-summary of their individual contributions to the completion of the proposal. This report is on what you have done but not on what other group members fail to do. The summary should be turned in to the instructor separately on the due date of the research proposal.

Proposal Roundtable (Presentation in a Small Group) (50 points)

Each student or group will prepare a one-page summary and make a 10 minutes presentation to a small group on the assigned date.

  • Students will group into different discussion groups. Each group will have about 4/5 proposals.
  • Each group will have a total of one hour to discuss each of the proposals from its group members. Each proposal should have about 10 minutes for discussions.
  • You need to prepare a no more than one-page summary of your research proposal. This summary should allow your fellow classmates to get a fine idea of what you are trying to do and how you are going to do it. It should also give them the background to start asking reasonable and social work research related questions such as:

Exactly what are you trying to study?

Is the design of the research logical?

Are the research design and its instrument valid and appropriate?

Will the research generate valid results?

How many people are involved? How will you get them?

How feasible this research project is?

Are all ethical concerns covered?

Is it really a social work research?

  • Use your 204B skills and have fun in your group discussions.
  • The whole class will meet together for 20 minutes to hear each other experiences.

Sections of the Research Proposal (Total 100 points, 25 points each)

According to the instructions provided in class and materials from assigned readings, each group/student should submit a particular section of the proposal on the designated date listed in the schedule. The submission is intended to ensure the completion of the research process and the proposal according to the planned schedule. They will also provide opportunities for peer consultation from the class as well as suggestions from the instructor. There are a total of 4 sections. These sections are to be evaluated on Punctuality, Content, Organization and Writing. Although these are not supposed to be the final versions of these sections, they are expected to be "completed" sections. They should be typed and double-spaced. The instructor will provide suggestions for improvement in writing or through class or individual discussions. The mere inclusion of suggestions provided by the instructor and other students into the final versions of these sections does not imply that these sections are in final or satisfactory forms. Points given to the drafts by the instructor are only recognitions of your efforts. At the end, you may have received the full 25 points for each of your draft sections and that only means you have turned in your completed drafts on time. Students are expected to collect and integrate critiques and suggestions to develop an integrated and quality research proposal.

You will finish your research proposal project in the following steps and deadlines:

Topics / Date / Max. Points
1.Research Question
2.Literature Review
3.Research Hypotheses
4.Conceptual and Operational Definitions / 02/12 / 25
8. Social Work Implications
9. Ethical Considerations
10. References / 02/26 / 25
5.Study Design
6.Population and Sampling
7.Data Collection Plan / 03/11 / 25
11. Statistical Null Hypothesis (If appropriate)
12. Statistical Analysis
13. Resources Required / 04/22 / 25
  • 14. Proposal Roundtable
/ 05/06 / 50
  • 15. Final Research Proposal
/ Week of 05/13 / 250
Total / 400

Examinations (500 points total, 250 points each)

Examinations may include short essay questions, multiple-choice items, true-false items, and some simple problem solutions. The examination will cover information in the text, class lectures, course materials, and assigned readings. The examinations will take place at the beginning of the class on the designated dates (03/25 and 05/06). No late examinations will be given. These examinations will mostly cover course materials presented between the beginning of course or the last examination and the current examination.

Class Participation and Attendance (100 points)

See Course Expectations. There are many ways to learn. This course expects all students to take the role as an “adult active learner.” Reading and memorizing course materials allow one to have knowledge about a subject matter. Discussions of materials, challenging ideas with an open-mind, and being supportive to each other’s learning are helpful to achieve the professional understanding. Students’ attendance and active participation are the pre-requisites for this achievement. This also includes the 50 Questions and the 6 groups for 6 reports exercises.

Fifty Questions (10 points of the 100 Participation points)

Each student will randomly pick two questions out of a list of 50 questions. The student is responsible to provide a short answer, i.e., 5 sentences or less, to the chosen question on Locus for everyone to view. The instructor is not to grade the answer because students are responsible and accountable for each other’s learning. Students who post reasonable and correct answers will receive 10 points from Participation. The purpose of this activity is to facilitate learning and exchange of ideas. The instructor will keep track of the posting of answers and compile them all at the end. At the end, each student will have all the answers for these 50 questions. The last date to post an answer is 04/22, the earlier the better. When post your answers please include the question number, the answer, and your name, i.e., “#4: the answer (My name).” If you are not satisfied with your earlier answer, you can submit a new one to replace the old one at any time.

Six Groups for 6 Reports (10 points of the 100 Participation points)

Students will discuss a chosen research report in the beginning and the end of the semester. In each of the group meetings, you will share with the group of what you know and don’t know, you expectations, and what your have learned.Each group will also pair with another group for further exchange. The purpose of this activity is to review quality research reports, relate actual research examples to the course materials, and encourage peer learning. This activity includes Pt.1 (beginning of semester) and Pt. 2 (close to the end of the semester) discussions.