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Molly Duggan




HIED 866

CCL 824

HIED 745/845

CCL 826




COUN635


Fall 2005

Tuesday 4:20–7:00 p. m.

1009 Constant Hall

Course Description (Catalog): Lecture 3 hours; 3 credits. Introduction to qualitative and quantitative research and program evaluation.

Course Purpose: The primary purpose of this course is to guide students to a better understanding of research philosophy, methods and processes in order to assist them to become more effective consumers and practitioners of the results of research in their professional settings. This will be accomplished through an interactive lecture-discussion format augmented by individual project activities. There will be substantial emphasis on learning to access and utilize the research literature, to critically analyze the results of published research, to design research and evaluation studies and to translate research into practical applications in professional contexts.

Upon successful completion of this course, the student will be able to:

  • consider himself/herself a knowledgeable scientist-practitioner in research and evaluation studies;
  • understand, interpret and apply the results of research and evaluation studies to his/her professional pursuits;
  • undertake the design, conduct and interpretation of a research or evaluation study;
  • understand the ethical issues and practices important in the conduct of research, particularly with human subjects and:
  • communicate effectively both orally and in writing about research-related issues.

 Course Objectives: During this course students will

  • Write a research proposal
    • Utilize APA manuscript style
    • Review the literature and write a literature review.
    • Propose a research design.
  • Identify and describe different types of research approaches and designs.
    • Distinguish between experimental and descriptive approaches to research.
    • Distinguish between quantitative and qualitative research approaches.
    • Generate examples illustrating the various types of approaches and designs.
  • Read, summarize and critique research reports.
    • Recognize different types of research reports.
    • Discriminate between primary and secondary sources.
    • Identify and summarize different sections of a research report.
  • Understand and generate research questions and hypotheses.
    • Operationally define variables in hypotheses.
    • Distinguish between manipulated and measured variables.
  • Identify and understand sampling and assignment techniques.
    • Distinguish between populations and samples.
    • Distinguish between random sampling and random assignment.
    • Recognize different sampling and group assignment procedures.
  • Identify and describe logical fallacies in scientific thinking.
    • Define internal validity and identify threats to internal validity.
    • Define external validity and identify threats to external validity.
    • Recognize the advantages and disadvantages of lab versus field research.
  • Analyze and interpret simple statistics.
    • Practice analysis and interpretation of descriptive and simple inferential statistics.
    • Generate tables and graphs.
    • Propose data analysis plan for research proposal.
  • Describe the reliability and validity of measurement instruments.
    • Know where to obtain information about the reliability and validity of tests
    • Understand why reliability and validity are essential properties of measurement tools.

Institutional Statement: Old Dominion University's major purpose in its education program is to prepare individuals who have knowledge of their discipline, ability to practice state-of-the-art instruction with students of various cultural and socioeconomic backgrounds and attitudes that reflect commitment to teaching and learning as well as life long professional growth and development. The conceptual framework Educator as Professional reflects the development of professional educators who can use their pedagogical and academic abilities to educate all students.

Required Texts:

McMillan, James H. (2000). Educational research: Fundamentals for the consumer (4th ed.) New  York: Pearson.

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: American Psychological Association.

Course Requirements: All students enrolled in this course will be expected to meet the following requirements:

1. Attendance & Participation: Students are expected to attend class on a regular basis, read text assignments prior to class, come prepared to discuss issues relevant to a particular class session, and participate actively and productively in class discussions.These are particularly important issues for this class since student-student interaction is a critical component of the learning process.We will use student-accessed literature and individual projects to discuss research and evaluation philosophy, methods and processes.

2. E-Mail and Blackboard Account:Students must activate and use their ODU student e-mail accounts. You will be responsible for checking your ODU account regularly during the semester and checking Blackboard at least twice a week for posted announcements and handouts. All students must have an activated ODU e-mail account and must appear on Blackboard no later than Friday, September 9. Since all class handouts are only available through Blackboard, it is imperative that each student confirms that his or her Blackboard account is working. It is the student's responsibility to work with OCCS in correcting any problem as the instructor is unable to correct these errors for the student. Students with problems activating their Blackboard account should immediately send an e-mail to OCCS at: occshelp@odu.edu. Blackboard can be accessed at: http://blackboard.odu.edu

3. Abstracts & Critiques: Designing a solid research study requires the ability to critically analyze the results of published research. To this end, students are required to read, summarize, and critique two research articles in their field. Each abstract/critique should be 2 – 3 pages long (Typed, Double Spaced, and should use APA style). The paper should be divided into three parts: Part 1 is the abstract; Part 2 is the critique; Part 3 is a copy of the journal article being critiqued. These articles may be used in the literature review section of the Individual Research Project. In fact, this is highly encouraged. More details to be provided under Assignments.

4. Individual Research Proposal: Students will design and present both orally and in writing an individual research or program evaluation project. This assignment will include such activities as the selection of the topic, statement of goals and objectives, research questions, literature review, and methodology. Both a written and an oral product are required. More details to be provided under Assignments.

5. Exam and Quizzes: Chapter quizzes are available through the textbook's Companion Website (http://wps.ablongman.com/ab_mcmillan_edresearch_4). Students are required to complete all quizzes, submitting the grades to the instructor via e-mail.  Quizzes will be open book but must be completed prior to the class period during which that topic is to be discussed. Quiz topics and due dates are noted in the Course Planner. The top 8 quiz grades will be averaged for the Quiz grade. Students will complete one exam during the semester. More details to be provided under Assignments.

Details about all assignments will be posted on the instructor's website and in Blackboard. All written assignments are to be typed, double-spaced, and written professionally, free from grammatical and spelling errors, according to APA , 5th edition style.

Special Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation because of a documented sensory and/or learning disability should meet with the instructor to discuss this accommodation. Any student who has a concern or needs to make special arrangements for meeting the requirements of the course is also encouraged to speak with the instructor.

Weight of Assignments: Grades will be determined according to the following:

Attendance & Participation

20%

Abstracts & Critiques

20%

Midterm Exam

15%

Quizzes

15%

Individual Research Proposal

30%

Grading:

92.5 – 100

A

80 – 82.4

B-

90 – 92.4

A-

77.5 – 79.4

C+

87.5 – 89.9

B+

72.5 – 77.4

C

82.5 – 87.4

B

70 – 72.4

C-

Below 70

F

Honors Pledge: Each student is expected to abide by the honor system of Old Dominion University: "I pledge to support the honor system of Old Dominion University. I will refrain from any for of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to the Honor Council hearings if summoned."

College Classroom Conduct: The following standards are intended to define acceptable classroom behavior that preserves academic integrity and ensures that students have optimum environmental conditions for effective learning.

  1. Students must turn off cell phones and pagers during class or have them set to vibrate mode.
  2. Classes are expected to begin on time, and students will respect the time boundaries established by the professor. If classroom doors are locked, students may not knock or seek entrance in other ways.
  3. Students should notify instructors in advance when a class will be missed. In the event of an emergency that causes a class to be missed, instructors must be notified as soon as possible.
  4. Instructors may require that cell phones and other electronic devices be left on their desks during tests or examinations.
  5. Students must not engage in extraneous conversations during classes. Such acts are considered to be violations of the Code of Student Conduct.
  6. Students will activate their Old Dominion e-mail accounts and check them before each class. If the student chooses to have his/her messages forwarded to another account, it is the student's responsibility to take the necessary steps to have them forwarded.
  7. Consumption of food and drink during class is prohibited, except when the professor has specifically approved of such acts.
  8. Offensive language, gestures and the like are disrespectful and disruptive to the teaching-learning process.

Withdrawal: A syllabus constitutes a contract between the student and the course instructor. Participation in this course indicates your acceptance of its teaching focus, requirements, and policies. Please review the syllabus and the course requirements as soon as possible. If you believe that the nature of this course does not meet your interests, needs or expectations, if you are not prepared for the amount of work involved or if you anticipate that the class meetings, assignment deadlines or abiding by the course policies will constitute an unacceptable hardship for you, then please drop the class by the drop/add deadline, Tuesday October 25, 2005.

Office Hours: Office hours are as follows:

Mondays

1:00-4:00 p.m.

Tuesdays

1:00-4:00 p.m.

Please e-mail to schedule appointments during office hours. Other times and days available as well, by appointment.


 Professional Information and Background Statement:

Specialties: career development, workforce development, use of animated pedagogical agents to teach helping skills, dislocated workers, program assessment & evaluation, and transfer student retention. Member American College Personnel Association (ACPA), Member National Council for Research & Planning (NCPA), HUman Services Information Technology Applications (HUSITA), Member National Organization for Human Services (NOHS), Member Southern Organization for Human Service Educators(SOHSE), Web Designer SOHSE 2005 Conference, Member Virginia Counseling Association, and Member University Transfer Student Retention Committee. Publications include "Distance Learners - Welcome to Campus" with Schwitzer (About Campus), "Career Counseling in Women's Groups: A Relational Approach" with Jurgens (VCA Journal) and "STD 105: Process Groups as an Instructional Medium for Re-entry Women at Paul D. Camp Community College" with Creamer and Kidd (Inquiry). Currently under contract as lead author of Career Development Techniques and Interventions for the Human Service Profession.

Primary theoretical orientation: Cognitive - Behavioral theorist focusing on identifying the thinking that is causing the feelings / behaviors and to learn how to replace this thinking with thoughts that lead to more desirable reactions. Teaching techniques emphasize bridging the gap between theoretical classroom experience and the world of work, creating a student-centered environment, introducing life-long learning skills, and integrating technology. This approach allows students to learn how to learn while applying techniques learned in the classroom to real-world experience.

The instructor reserves the right to adjust this syllabus as necessary.