ࡱ> ` bjbjss 0)$$$4X555h66X@8@8"b8b8b8A9A9A9$0hE$A9=9A9A9A9b8b8`s>s>s>A9ZRb8$b8vs>A9s>s>~q)"$zb848 /45:wXkv0kw;hzz$zTs>A9A9A9>^A9A9A9A9A9A9A9XXXD.5XXX5XXX Gannon University Community Counseling Program GCOU 603 Research Methodology Three Credits Spring Semester 2009 Wednesday 6-8:50pm PAC 2224 Timothy E. Coppock, PhD, LPC, PCC-S (Ohio) Assistant Professor coppock001@ gannon.edu 2229 Palumbo Academic Center 814.871.5793 Office Hours: Tuesday (3:00-6:00) Wednesday (2:00-5:00) Thursday (2:00 5:00) Or by Appointment Psychology Department Office: Undergraduate / Graduate Office: 2231 Palumbo Academic Center 814/871-7538 FAX 814/871-5511 Gannon web site: www.gannon.edu The mission of Gannon Universitys Community Counseling Program is to educate and train professional counselors who are committed to the wellness of individuals, families, groups, and the greater community. The philosophy of the program focuses on the development of the competencies required of professional counselors. The program is committed to (a) enhancing students knowledge of counseling theory and concepts; (b) developing strategies to facilitate human growth and development over the lifespan; (c) providing skills and training requisite of generalist entry-level counseling practitioners; (d) developing multicultural competencies; (e) promoting the development of sound legal and ethical decision-making skills; and (f) preparing individuals for national certification and professional licensure. Although students are typically drawn from the regional area, applicants with diverse backgrounds and from outside the region are encouraged to apply. Students are guided to embody and contribute to the spirit of diversity to which the program and profession are committed. Required Texts: Heppner, P. P., Kivilighan, D. M., & Wampold, B. E. (2008). Research design in counseling (3rd ed.). Belmont, CA: Wadsworth Publishing. Articles as assigned by professor. Rationale: Course Description: The purpose of this course is to assist students in understanding the language, principles, reasoning, and methodologies of research and to help them critically evaluate research literature. Students will recognize ethical issues relevant to conducting research, and how research can improve counseling effectiveness. Students should complete the statistics prerequisite before enrolling in this course. Course Outcomes: Knowledge Students will: Comm. CACREP PDE Coun. A.Examine various components of research methods, statistical analysis, needs assessment, and program evaluation;II.K.8I.f,g1 -3 B.Recognize the importance of research and opportunities and difficulties in conducting research in the counseling profession; II.K.8.aI.f,g1-3 C.Compare and contrast various research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;II.K.8.bI.f,g1-3D.Distinguish various principles, models, and applications of needs assessment, program evaluation, and use the findings to effect program modifications;II.K.8.dI.f,g1-3 E.Examine the use of research to improve counseling effectiveness; II.K.8.eI.f,g1-3F.Explain the implications of ethical, legal principles and guidelines as applied to research methods, statistical analysis, needs assessment, and program evaluation.II.K.8.fI.f,g1-3 Skills Students will: A.Demonstrate using technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy;II.K.8.cI.f,g1-3B.Apply various research methods, statistical analysis, needs assessment, and program evaluation relevant to the counseling profession; II.K.8I.f,g1-3C.Examine the use of research with diverse individuals, couples, families, and groups;II.K.8.eI.f,g1-3D.Analyze various ways to report findings from various research methods, statistical analysis, needs assessment, and program evaluation.II.K.8.b,dI.f,g1-3 Attitudes & Values Students will: A.Develop an understanding of diversity issues, as well as personal biases, applied to research methods, statistical analysis, needs assessment, and program evaluation. II.K.8.eI.f,g1-3 Instructional Methods and Activities: The method of instruction in the classroom is a combination of lecture, discussion, and small group work. Students are encouraged to ask questions during the lecture for clarification or further discussion of concepts that are not entirely clear. Class discussions will be used to critically review and analyze summaries of current research. Small group work will be used to provide hands-on learning experiences using concepts discussed during the lecture. Methods of Evaluation/Assessments/Evidence: Commitment to class and learning. Students are expected to attend class, prepare for class by reading the assignments, participate in the activities and discussions and come prepared to contribute. Responses to Stimulus Questions - Each student will write answers to 10 Stimulus Questions (located at the end of chapters in Heppner, Wampold, Kivlighan). Answers to the Stimulus Questions are to be submitted using the designated ANGEL Drop Box and are due BEFORE the beginning of the class that covers the chapter. Each answer must include your name, chapter number, and the Stimulus Question you are answering. Answers should not exceed 3 pages of double-spaced text. Include references (APA style) at end (not included in 3 page length). You may use references other than the required textbook, but only references that are from peer-reviewed, professional journals. Article Critiques Students are required to locate, read, and critique two research studies presented as journal articles from peer-reviewed journals. Students will identify relevant sections and provide a brief explanation of each study (1 page) and critique the article (2 pages) based on criteria provided. Critiques should be no longer than FIVE pages in length and must be APA Style. Copies of the article are to be submitted with the critique and may be submitted using the designated ANGEL Drop Box. Develop Research Project Proposal Students will identify a research topic relevant to community counseling and develop a research project proposal. Students will conduct a literature review, develop appropriate research hypotheses, select an appropriate research model, and design research procedures. A rough draft of the proposal including literature review, research hypotheses, and research model will be due on April 1. Proposals must be APA Style including: title page, abstract, appropriate headings, and reference page(s). Maximum 15 pages (excluding title page, abstract, references, and appendices). Course Requirements/Grade Assignment Course Requirements: Percentage/Weight: Learning Objectives 50 Articles 20 Research Project 30 Total : 100 Grading Criteria/Scale (percentage): A+ = 97-100 A- = 90-93 B = 83-85 C =70-79 A = 94-97 B+ = 86-89 B- = 80-82 Below 70 Must Retake Class Commitment to Diversity The Community Counseling Program establishes and supports an environment that values the diverse and unique nature of human experiences and backgrounds. We enrich our personal and professional lives by exemplifying Gannon Universitys call to demonstrate professional respect for the dignity of every person. Utilization of Technology The Community Counseling Program supports the Technical Competencies for Counselor Education Students (1999) advocated by the Association for Counselor Education and Supervision. Courses and faculty utilize all available technology to meet course outcomes and promote the technological competence of counseling students. Academic Integrity Gannon University considers the maintenance of academic integrity of utmost importance. Absolute integrity is expected of every Gannon student in all academic undertakings. Community Counseling students are held to the Academic Integrity in the current Graduate Catalog. Class Policies: The instructor reserves the right to modify or change the syllabus or course requirements at any time during the semester. Students shall be informed of any changes accordingly. Late assignments are subject to grade penalty. Should students be unable to meet their commitments for this course due to extraordinary circumstances (e. g., prolonged illness), it is their responsibility to notify the instructor immediately and keep the instructor informed of the situation. Attendance is very important. Absences may affect your grade. Absence in two or more classes in a course may result in a failing grade except in cases of emergency or extreme hardship. These extra ordinary circumstances may be considered, but students are responsible for contacting the professor prior to the absence or in as close proximity to the absence as possible All phones, pagers, and other electronic devices are to be turned off in class. Participation is expected in each class. Students are expected to complete out of class assignments, readings and be prepared to actively apply this information and material in class. Resolution of Concern with an Instructor: If you have a concern with an instructor or a course, the resolution begins by speaking with the instructor. If the concern continues after this conversation, speak with the chair/director of the instructors department. Any continuing concerns should be taken to the Deans Office in the College of Humanities, Business, and Education in PAC 1000 Course Topics Role of science in counseling Scientist-Practitioner model Identifying and operationalizing research topics Validity issues in research design Ethical issues: related to scholarly work, related to participants Major research designs: between groups and with-in subjects, quasi-experimental and time series, single subject Quantitative descriptive designs: survey and epidemiological, factor and cluster analysis, ex post facto, correlational research Qualitative designs: grounded theory, phenomenology, consensual research Designing the independent variable Designing the dependent variable Population issues in research Issues related to multicultural research: operationalizing concepts, theoretical considerations, methodological issues Bias: investigator, experimenter, participant Outcome research: strategies and methodology Scale construction Program evaluation Professional writing DATE  # CHAPTER GCOU 631 TOPICS TO BE COVERED IN CLASS ASSIGNMENTSJan. 141HWK 1Science & Counseling, Philosophical foundations, Quantitative and Qualitative ResearchJan. 212HWK 2, 3Scientist-Practitioner Model, Identifying Research TopicsStimulus Question #1 - #1 & #2 p. 21 HWKJan. 283HWK 4, 5 Research Designs, Validity, Stats ReviewStimulus Question #2 - #1 p. 106 HWKFeb. 44HWK 6, Appendix A & BLegal and Ethical Issues in ResearchRESEARCH TOPIC DUE Stimulus Question #3 - #1 OR #2 p. 144 HWKFeb. 115Article HandoutsReading articles, online research, library resourcesFeb. 186HWK 7, 8 Between-Groups & Within-Subjects Designs; Quasi-Experimental & Time-Series DesignsStimulus Question #4 - #2 p. 174 HWK Feb. 25 7HWK 9, 10 Single-Subject Designs; Quantitative Descriptive DesignsStimulus Question #5 - #4 p. 223 OR #2 p. 255 HWK Mar. 4;&No ClassSPRING BREAK (March 1-8) Mar. 118HWK 11 Qualitative ResearchRESEARCH QUESTION & HYPOTHESES DUE Stimulus Question #6 - #1 p. 295 (One article ONLY)9HWK 12, 13Designing and Evaluating Independent Variables; Designing or Choosing Dependent Variables Stimulus Question #7 - #2 p. 311 OR #4 p. 343 HWK ARTICLE CRITIQUES DUEMar. 2510HWK 14, 15Population Issues; Multicultural ResearchStimulus Question #8 - # 2 p. 365 OR #2 p. 383 HWKApr. 111HWK 16, 17Investigator, Experimenter, Participant Bias; Analogue ResearchROUGHT DRAFT OF PROPOSAL DUE Stimulus Question #9 - #8 p. 404 HWKApr. 8;&No Class EASTER BREAK (April 9-14)Apr. 1512HWK 18, 19Outcome Research; Design Issues & Counseling Process Stimulus Question #10 - #1 p. 447 HWK Apr. 2213HWK 20, 21Scale Construction; Program Evaluation0127:@ACWXYZghio|}~ݸ~~peZhYt5CJ\aJhX5CJ\aJhGmih>5CJ\aJh>5CJ\aJh|w 5CJ\aJh-5CJ\aJhGmih5CJ\aJh5CJ\aJhSh5CJ\aJh56CJ4\aJ4h-5CJ4\aJ4h5CJ4\aJ4 h(C5h h5h5CJ,aJ,!0123456789:XZhi~  gd$a$gdȼ       ! / # $ bct#Φ΢|tlh`h Jh J6hz_hL/hL/H*h=wh=w6 hL/6 h=wh=whL/h5CJ]aJh5CJ\aJhI^hh>5CJ\aJhSh>5CJ\aJhYt5CJ\aJh5CJ\aJhSh5CJ\aJh|w 5CJ\aJhSh(C5CJ\aJ% ! 0 D 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