QUALITATIVE RESEARCH METHODS - John Carroll …webmedia.jcu.edu/ncate/files/2012/04/Ed-Psych-Syllabi1.pdf · QUALITATIVE RESEARCH METHODS ... Five qualitative approaches to inquiry.

QUALITATIVE RESEARCH METHODS

Course #: ED 529-1 Tuesdays 6:00-8:40 p.m. Room AD 248

Course Title: Qualitative Research Methods

Course Description: Prerequisite: ED 502, or substitute for ED 502 with Department approval. An overview of the principles,

strategies, and analysis of qualitative research. The course emphasizes informed, research-based decision-making in schools and social

service agencies. The purposes of the course include the creation of research questions, and the development of qualitative designs,

data collection, and analysis procedures.

Professor: John L. Rausch, Ph.D., Associate Professor

Office #: AD320, Office Phone: (216) 397-4632, E-mail Address: [email protected]

Course Web Site Address: http://blackboard.jcu.edu. You need to have logon access to the University network, Blackboard, and

Email. Please contact Information Services at 216-397-3005.

Office Hours: Tuesdays 1:45-3:30, 5:00-6:00, Thursdays 11:00-12:30, 1:45-3:30, other times by appointment.

Required Text(s): 1) Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Los

Angeles: Sage Publications. ISBN: 978-0-7619-7353-9.

2) Glesne, C. (2006). Becoming qualitative researchers: An introduction (3rd

ed.). Boston: Allyn & Bacon. ISBN: 0-205-45838-6.

3) Electronic Reserve Articles through the JCU Library: http://doculib.jcu.edu/eres/default.aspx (password: edra92)

*Other articles, handouts, web sites, etc. will also be assigned as required reading during the course.

Recommended: American Psychological Association. (2001). Publication manual of the American Psychological Association

(5th ed.). Washington, DC: Author. ISBN: 1-55798-791-2.

COURSE RATIONALE: This course is designed to enhance the practitioner’s understanding and utilization of qualitative research

methods. Practitioners will develop an understanding of the continuum of research methods from qualitative to quantitative methods,

as well as mixed-methods research. Practitioners will add to their knowledge base by applying qualitative research methods within

their own fields of study (Ayers & Schubert, 1992; Cochran-Smith & Lytle, 1993; McEwen, 1992). Practitioners will design and

conduct a small scale qualitative study. At the end of the course, students should be able to express verbally and in written form their

understanding of the following factors as they relate to qualitative research: selection of research problems, data collection and

analysis, interpretation of findings, and presentation of qualitative research.

CONCEPTUAL FRAMEWORK STRANDS ADDRESSED: ED 529 is grounded in the Jesuit view of education and seeks to

develop the Jesuit ideal of the educator. This course focuses on all five dimensions of the Jesuit idea of an ideal educator: Formation of

the total person, Personal influence of the educator, Educational settings as communities of personal influence, Education as a

vocation, Integration of the disciplines to extend & synthesize knowledge.

JCU Conceptual Framework, NCATE, CACREP, NASP Standards, and Practitioner Assessment

JCU Conceptual

Framework

NCATE Standards CACREP Standards NASP Standards Assessment

Strand 1: Scholarship

-Reflects on professional

work.

-Demonstrates accuracy,

organization, &

persistence in achieving

intellectual & professional

goals.

-Contributes to the school,

district, & the broader

professional community.

-Engages in systematic

inquiry.

Standard 1: Professional

and Pedagogical

Knowledge and Skills for

Teacher Candidates and

School Personnel

8a. The importance of

research & opportunities

& difficulties in

conducting research in the

counseling profession.

8b. Research methods

such as qualitative,

quantitative, single-case

designs, action research,

and outcome-based

research.

2.1 Data-Based Decision-

Making and

Accountability:

Data-based decision-

making

permeates every aspect of

professional practice.

2.3 Effective Instruction

and Development of

Cognitive/Academic

Skills:

-Observation Exercise

-Research Proposal Paper

-Results Paper

-IRB Application

-Research Presentations

-Course discussions and

activities

Strand 2: Personal &

Professional

Development

-Seeks out opportunities

for professional

development & growth

-Actively participates in

professional events &

projects.

-Assists fellow

professionals.


and Pedagogical



School Personnel

8f. Ethical and legal

considerations.

2.4 Socialization and

Development of Life

Skills

-Class discussions and

activities

-Class participation &

professionalism

-IRB Application


Strand 3: Specialization Standard 1: Professional 8c. Use of technology and 2.1 Data-Based Decision- -Introduction to qualitative

mailto:[email protected]

http://doculib.jcu.edu/eres/default.aspx

-Demonstrates knowledge

of resources.

-Designs coherent

interventions.

-Establishes a context for

learning/successful

intervention.

-Uses knowledge of

communication

techniques to foster

collaboration &

supportive interaction.

and Pedagogical



School Personnel

statistical methods in

conducting research and

program evaluation,

assuming basic computer

literacy.

8e. Use of research to

improve counseling

effectiveness.

Making and

Accountability:


and Development of

Cognitive/Academic Skills


Development of Life

Skills

analysis software


activities

-Research Proposal Paper

-IRB Application

-Use of Blackboard website

for course support

Strand 4: Leadership

-Takes initiative in

assuming leadership roles.

-Initiates activities that

contribute to the

profession.

-Assumes responsibility in

decision making.


and Pedagogical



School Personnel

8d. Principles, models,

and applications of needs

assessment, program

evaluation, and use of

findings to effect program

modifications.

2.1 Data-Based Decision-

Making and

Accountability:


and Development of

Cognitive/Academic Skills


Development of Life

Skills


activities


professionalism

-IRB Application


DESIRED RESULTS (Objectives and Standards Addressed)

A. Knowledge: The practitioner will be able to:

*Describe the qualitative research process.

*Describe how research problems and questions are created. Describe the purposes of a literature review.

*Relate the ethical concerns involving research.

*Describe and apply qualitative sampling procedures.

*Discuss the process of qualitative data collection and instrumentation.

*Discuss and describe the basic ideas for qualitative data analysis.

*Relate the purposes for different qualitative research designs.

*Utilize the principles, models, and applications of needs assessment, program evaluation, and use of findings to affect program

modifications.

*Describe how qualitative research may be used to improve practice.

B. Skills: The practitioner will be able to:

*Interpret correctly, and critically evaluate, research articles.

*Develop a qualitative research problem and research questions.

*Write a literature review to address research problem/questions.

*Create a qualitative research proposal that incorporates sampling, data collection, and analysis procedures to address a research

problem

*Create an Institutional Review Board application.

*Analyze a qualitative data set.

C. Dispositions: NCATE defines Professional Dispositions as: Professional attitudes, values, and beliefs demonstrated through both

verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive

behaviors support student learning and development. NCATE emphasizes the practice of fairness, and the belief that all people can

learn. The practitioner will be able to:

*Maintain a professional attitude and demeanor in class.

*Demonstrate an appreciation for research as a human activity.

*Reflect on professional work.

*Assist fellow professionals.

*Demonstrate knowledge of resources.

*Assume responsibility in decision making.

*Apply principles and strategies learned in class to professional life.

TENTATIVE COURSE SCHEDULE (Professor reserves the right to alter the schedule)

Date Topic Readings

1/13 Introduction to Qualitative Research, Research Designs G-1

1/20 Prestudy Tasks, Research Design, Invitation to Grounded Theory,

5 Types of Qualitative Studies

Research Project Topic Due

G-2 & Appendix A; C-1

(ER- Creswell-Qual Procedures;

-Creswell-5 Types)

1/27 Theoretical Sampling, Participant Observation, Rapport & Ethics,

Consent Forms Due, Observation Exercise Due

G-3,5,6; C-5

(ER-Artz-Violent Girls; Winslow-Writing)

2/03 Data Collection- Interviewing, Focus Groups, Documents,

IRB Forms Due, Interview Questions Due

G4; C-2

(ER-Krueger-Focus; Merriam-Documents)

2/10 Ethnography, Phenomenology, Case Study, Action Research

Practice Interviewing

(ER- Baszanger-Pain; Creswell-5 Types)

2/17 Data Analysis and Coding

Qualitative Research Proposal Paper Due

G-7; C-3

(ER-Orona-Temporality)

2/24 Memos & Grounded Theory

Field Log Due

C-4

(ER-Charmaz-Identity)

3/03 Spring Break- No Classes Held

3/10 Data Analysis Continued C-6

(ER- Hebert-Breakups)

3/17 Quality & Verification, Interrater Reliability

(ER-Creswell-Validation)

3/24 Writing Techniques, Field Log Due

Bring in transcripts to work on analysis in class

G-8; C-7

3/31 Bring in transcripts, analysis to work on in class

4/07 Mixed-Method Research, Program Evaluation Class Notes/Blackboard

4/14 AERA Conference- No Class Held/ Monday Classes Meet Tuesday

4/21 Reflecting on Research

Data Analysis/Results Paper Due, Presentations

G-10; C-8

4/28 Presentations

Last Class

*Readings--G=Glesne Text, C=Charmaz Text, ER=Electronic Reserves

Electronic Reserve Readings:

Artz, S. (1998). Where have all the school girls gone? Violent girls in the school yard. Child and Youth Care Forum, 27, 77-110.

Baszanger, I. (1992). Deciphering chronic pain. Sociology of Health and Illness, 14, 181-215.

Charmaz, K. (1997). Identity dilemmas of chronically ill men. The Sociological Quarterly, 35, 269-288.

Creswell, J.W. (1994). A qualitative procedure. In J.W. Creswell, Research Design: Qualitative and Quantitative Approaches (pp.

143-169). Thousand Oaks, CA: Sage.

Creswell, J.W. (2007). Five qualitative approaches to inquiry. Qualitative Inquiry and Research Design: Choosing Among Five

Approaches (2nd

ed., pp. 143-169). Thousand Oaks, CA: Sage.

Creswell, J.W. (2007). Standards of validation and evaluation. Qualitative Inquiry and Research Design: Choosing Among Five

Approaches (2nd

ed., pp. 201-221). Thousand Oaks, CA: Sage.

Hebert, S. & Popadiuk, N. (2008). University students’ experiences of nonmarital breakups: A grounded theory. Journal of College

Student Development, 49, 1-14.

Krueger, R.A. (1994). Planning the focus group & Asking questions in a focus group. In R.A. Krueger, Focus groups: A practical

guide for applied research (2nd ed., 41-73). Thousand Oaks, CA: Sage.

Merriam, S.B. (1998). Mining data from documents. In S.B. Merriam, Qualitative research and case study applications in education

(pp. 112-133). San Francisco: Jossey-Bass.

Orona, C.J. (1997). Temporality and identity loss due to Alzheimer’s disease. Social Science and Medicine, 10, 1247-1256.

Winslow, E.H. (1986). Editor's comments on writing. Cardio-Vascular Nursing, 22, 19-24.

PERFORMANCE-BASED ASSESSMENTS

I. OBSERVATION EXERCISE: Utilize field notes to describe an observation in a public setting. This could be at work, at the park,

at a sporting event, library, grocery store, etc. Describe the setting. Describe the people in the setting. What are they doing? How are

they interacting-if they are? How are they dressed? Write up your findings. The point is to analyze an everyday situation to see what's

really happening. Please keep this professional, and do not use real names. Use Glesne Chapter 3 for ideas. This assignment should

word-processed, double-spaced, 1 inch margins, and should be about 2-3 pages in length. Be prepared to discuss your observation in

class. 10 Points Possible.

II. FIELD & ANALYSIS LOG: Create a field and analysis log to record your developing research project. Report on the

interviews/observations etc. you completed, transcribed, coded, compared, etc.-basically what you accomplished toward your project

for that time period. This log is meant to be used for writing field notes, memos, coding, drawing diagrams, and developing theory.

This will give us both a chance to reflect on your progress in the course. Logs will be turned in on the date listed on the schedule. Logs

may be hand written. Make a copy to hand in so you can keep the original to use. 10 Points Possible Total.

III. QUALITATIVE RESEARCH STUDY: Select an area of interest in your field for completing a master’s level qualitative

research project. Specifically plan to complete interviews and/or observations as part of your data collection. You must get started on

this project IMMEDIATELY in order to collect and work with data, which should greatly increase your satisfaction and performance

in this course.

III A. QUALITATIVE RESEARCH PROPOSAL: The Research Proposal Paper should include 2 major parts.

First, write an Introduction containing a description of the research problem, the literature review, and the research questions. The

problem statement should be specific, more than: "I want to study self-esteem." You may use components from a previous Research

Course as long as you adapt them to fit the requirements for this course. Review literature in your area to determine what problems

need to be addressed. Research is meant to address an issue from a new or different standpoint than has been done in the past. Use a

university library with access to ERIC, PSYCH-INFO, etc. as a starting point. You should find at least FIVE SOURCES such as

professional journal articles, books, dissertations, etc. that deal with your area of interest. Encyclopedias and popular press such as

magazines are generally NOT acceptable sources. Try to find one source that utilizes or addresses qualitative methods if possible. The

literature review should be organized by topic, don't simply report single findings one after another. Describe how these sources

address the needs in your area, but also discuss what areas they do not cover. Critiques of literature should be provided. Describe how

your research will address one of these areas that have not been covered in these sources, and provide a justification for your study.

Lead the literature review into the Research Questions for your study that would occur right before your methodology. *Be sure to

cite any ideas or words within the paper that are not your own. Failure to cite sources is considered plagiarism, and will result in

a zero for the grade on the paper, and possibly further academic penalties. See section on Academic Honesty in this syllabus. You

should also provide a reference page citing the sources you have used.

In the Second Part of the proposal, you should create a Research Methodology using Grounded Theory techniques

(Charmaz text) to address the research problem you have posed, and that reflects the literature review you have completed. Describe

the research setting, the sample you chose, and how you chose them (be extremely specific-age, gender, SES, ethnicity, education

levels-all information the reader should know). Please do not use real names in any of the materials you submit for class or for

presentation/publication. Describe how you gained access to the sample; the methods of data collection you will use, i.e. interviews,

observations, records, etc.; describe how you will collect data--how many times you will interview/observe each person/group, how

long the interviews will last, etc., and a brief description of how you plan to analyze your data. Include a copy of your interview

questions or other data collection techniques. The whole Proposal should be word-processed, double-spaced, 1 inch margins, one

space between sentences, and should be about 8 or more pages in length. 50 Points Possible.

III B. INSTITUTIONAL REVIEW BOARD APPLICATION: You should complete a JCU IRB application, which will be turned

in to me (do not submit it to the IRB until I have approved it). I want you to get experience writing an application, and to think about

the ways you would conduct an ethical study that protects the rights and confidentiality of the participants. The IRB application will

contain elements from your Research Proposal Paper. In the application, you will describe how the study will be conducted, how

participants will be selected, how data will be collected and analyzed, how confidentiality will be maintained, etc. You should also

create consent forms that you would give to the participants. You should also include your instruments, or questions, that would be

gathered in the study.

*I suggest working with a typical, healthy adult sample. Working with any protected groups usually takes more time to get

approval--includes children, mentally disabled, elderly, prisoners, and pregnant women (JCU's IRB requirements). If you want to work

with children, then you would need a parent/guardian consent form, as well as a child assent form (which is a simplified version of the

consent form for children to sign).

The application will be assessed using the following criteria: All relevant sections of the form are complete; the research

problem, data collection, and data analysis sections are clear; sufficient description of how ethical standards will be upheld- including

maintaining confidentiality for participants; instruments or example questions should be included; consent forms should also be

included.

You CANNOT conduct any study for this class that involves any counseling or medication. I will give you feedback before

you submit your proposal to the IRB. Each Spring, JCU has a Celebration of Scholarship when students and faculty can present their

research. You can submit even just your Proposal if you would like to submit something for the Celebration. This is a good way to

practice presenting research if you have never been to a professional conference. The link for the IRB is under the Graduate School

Website: http://www.jcu.edu/research/irb/index.htm

The link for the IRB forms is: http://www.jcu.edu/research/forms/irb.htm

The link for the Celebration of Scholarship is: http://www.jcu.edu/celebration

There is also limited student research money that you can apply for if you want to conduct research:

http://www.jcu.edu/research/forms/internal-sr.htm

http://www.jcu.edu/research/irb/index.htm

http://www.jcu.edu/research/forms/irb.htm

http://www.jcu.edu/celebration

http://www.jcu.edu/research/forms/internal-sr.htm

III C. DATA ANALYSYS/RESULTS PAPER: You should transcribe all of your interviews/observations. Describe IN DETAIL

how you analyzed the data you collected. Discuss your observation or interview coding techniques. Describe the preliminary results

that you see emerging from the data. You SHOULD see categories, ideas, theories coming out of the data. Provide a description of the

properties and dimensions of your major categories. Describe how your categories relate to each other, or how your theory has

developed. You must provide examples from your data, i.e. interview quotes or observation field note excerpts, supporting the

analysis/theory you are developing. Again, do not use real names. Describe how your project adds to the literature that already exists in

your area. This assignment should be word-processed, double-spaced, 1 inch margins, 1 space between sentences, and I would imagine

should be about 4-6 pages in length. Include one complete coded interview or video-tape transcript. 30 Points Possible. This

project may be close to submitting for a presentation or publication. If you want to pursue that, contact me or your advisor to see if we

may be able to work with you on submitting your paper for presentation or publication as a co-author if you would like.

III D. RESEARCH STUDY ASSIGNMENTS: Smaller assignments are due throughout the semester to help you complete your

research study. You will also be asked to discuss each of these in class. 1)Research Topic-briefly describe your topic, who you would

like to work with, and how you plan to collect data. 2)Consent Form-to be signed by volunteering participants prior to collecting data.

3)Interview/Observation Guides-list interview questions and/or observation plan. *The Research Topic may be hand-written. The

Consent Form and the Interview/Observation Guides should be typed. 10 Points Possible-5 for Topic & Consent; 5 for

Questions/Observation guides. You should also bring in transcripts and other data to analyze on the dates listed.

IV. PRESENTATIONS: Conduct an oral presentation of your research project to the class-about 10 minutes. The presentation should

address: (1) the research problem, (2) the research design, (3) data analysis techniques, and (4) results/discussion. The presentation

should be similar to one you would do for a professional conference. You will also be asked to discuss your developing research

project throughout the course in both small group and whole class discussions. 10 Points Possible.

POINTS POSSIBLE GRADING SCALE FOR COURSE

I. Observation Exercise--10 Points

II. Field Log--10 Points

III A. Research Proposal Paper--50 Points

III B. IRB Application—20 Points

III C. Analysis/Results Paper--30 Points

III D. Research Project Assignments--10 Points

IV. Presentation--10 Points

Total Possible--140 Points

133-140 Points=A

126-132 Points=A-

122-125 Points=B+

116-121 Points=B

112-115 Points=B-

108-111 Points=C+

102-107 Points=C

98-101 Points=C-

91-97 Points=D+

84-90 Points=D

0-83 Points=F

COURSE GUIDELINES

READINGS/ATTENDANCE/CLASS PARTICIPATION: There are assigned readings from the required text, articles, and

handouts. Students are expected to complete all assigned readings prior to the corresponding class sessions. Students are expected to

Attend class sessions, Be on time, and Contribute to classroom discussions and activities. You need to contribute to your classes

here at JCU to get the most out of them. You also need to maintain a professional demeanor in class. For example, talking to each other

while someone is addressing the class is inappropriate, and if that would continue, you would be asked to leave the class. Please

silence cell-phones, etc. before class, unless there is an emergency situation. NO TEXTING DURING CLASS! Consistent

attendance is crucial to keep up with the material and assignments.

BLACKBOARD: You MUST access the Blackboard website to get handouts, reviews for exams, announcements, etc. These will not

be handed out in class. To get to the Blackboard site, type in the following from your web-browser:

http://blackboard.jcu.edu. It will ask for your ID name & password. You need to have logon access to the University network,

Blackboard, and Email. Please contact Information Services at 216-397-3005. Only students enrolled in the course, and the professor,

can access the restricted areas of the site. If you are using a different e-mail address then your JCU address, please go into "Tools" and

change your e-mail address under "Personal Information", ―Edit Personal Information‖. I use this list to send any announcements, so

you need to keep your address current. I will post scores for exams, papers, etc. on the site, so check for those under "Tools"--"Check

Grade". The Syllabus is under "Course Information." Handouts, PowerPoint slides, etc. are usually under "Course Documents."

Assignments are under "Assignments". I have posted several links under "External Links" to professional education websites that may

be helpful for assignments, etc.

REPRESENTATIVE WORKS CONSULTED:

Atkinson, P., Coffey, A., Delamont, S., Lofland, J., & Lofland, L. (2002). Handbook of ethnography. Thousand Oaks, CA: Sage.

Cochran-Smith, M., & Lytle, S.L. (1993). Inside/outside: Teacher research and knowledge. NY: Teachers College Press.

Denzin, N.K., & Lincoln, Y.S. (2000). Handbook of qualitative research (2nd

ed.). Thousand Oaks, CA: Sage.

Kopala, M., & Suzuki, L.A. (Eds.). (2000). Using qualitative methods in psychology. Thousand Oaks, CA: Sage Publications.

Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications.

McEwen, N. (1992). Quality criteria for maximizing the use of research. Educational Researcher, 21, 20-32.

Schwandt, T. A. (1997). Qualitative inquiry: A dictionary of terms. Thousand Oaks, CA: Sage Publications.

JOURNALS CONSULTED: The Qualitative Report, Journal of Educational Psychology, American Educational Research Journal,

Contemporary Educational Psychology, The Exceptional Child

WRITING STYLE: REQUIRED CITATION AND REFERENCE GUIDE

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

DC: Author.

LATE PROJECTS--10% will be taken off for one class period late, 20% will be taken off for two classes late, after that, the project

will receive a zero.

**PLEASE NOTE: There will be NO incompletes given for this course unless you have a documented emergency that requires you to

miss most of the course. If an assignment is not turned in, eventually you will receive a zero for the grade. Please let me know if you

are having such an emergency to see if alternative arrangements can be made.

ACADEMIC HONESTY: Academic honesty, expected of every student, is essential to the process of education and to upholding

high ethical standards. Cheating, including plagiarism, inappropriate use of technology, or any other kind of unethical behavior, may

subject the student to severe academic penalties, including dismissal. All work submitted for evaluation in a course, including tests,

term papers, and computer programs, must represent only the work of the student unless indicated otherwise. Material taken from the

work of others must be acknowledged. Materials submitted to fulfill requirements in one course may not be submitted in another

course without prior approval of the instructor(s). Concerns about the propriety of obtaining outside assistance and acknowledging

sources should be addressed to the instructor of the course before the work commences and as necessary as the work proceeds.

Infringements will be dealt with according to John Carroll policy. This may include failing the assignment, failing the course, and even

being dismissed from the University. See your student handbook for details.

STUDENTS WITH DISABILITIES: John Carroll University recognizes its responsibility for creating an institutional climate in

which students with disabilities can succeed. In accordance with University policy, if you have a documented disability, you may be

eligible to request accommodations from the office of Services for Students with Disabilities. Students with disabilities are entitled to

reasonable accommodations and should have equal access to learning. Please contact the office of Services for Students with

Disabilities at (216) 397-4967 if you have any questions or to set up an appointment to meet with the coordinator, Brandi Rizzo,

[email protected]. After your eligibility for accommodations is determined, you will be given a letter which, when presented to

instructors, will help us know best how to assist you. Please keep in mind that accommodations are not retroactive, so it is best to

register with Student Disability Services at your earliest convenience.

UNIVERSITY COUNSELING CENTER--397-4283. Located at 2567 S. Belvoir (upstairs), two houses to the right of the tennis

courts. The Counseling Center provides counseling services, as well as workshops on study skills and other topics. Regular hours

Monday-Friday 9-5. However, a Counseling Center staff member is available 24 hours a day, seven days a week during the school

year. In the event of an emergency after regular working hours, an on-call person from the Counseling Center can be reached through

Campus Safety Services at 216-397-4600.

http://www.jcu.edu/counseling

Campus Ministry--397-4717

Campus Safety Services--397-4600

The Center for Career Services--2563 South Belvoir 397-4237

School Closing Info: (216) 397-4666 after 2:00 p.m. for evening classes, after 6:30 a.m. for day classes.

The Qualitative Research Proposal Paper will be assessed using the following criteria: Percentage/Points Possible

Unsatisfactory Basic Proficient Distinguished Total

Possible

Content *Problem statement

not provided/

unclear.

*Literature not

covered adequately.

*Research questions

not developed.

*Type of study not

specified.

*Problem statement

provided written.

*Literature review

not thoroughly

covered.

*Research questions

not well developed.

*Type of study not

clearly specified.

*Problem statement

provided.

*Literature review

covered.

*Research questions

provided

*Type of study

specified.

*Sample described.

*Problem statement

clearly written.

*Literature review

thoroughly covered.

*Research questions are

well developed.

*Type of study clearly

specified.

*Sample thoroughly

20 Points

40% of

assignment

http://www.jcu.edu/counseling

*Sample not

thoroughly described.

*Data collection not

techniques explained

in detail.

0-13 Points

*Sample not

thoroughly described.

*Data collection

techniques/analysis

not explained in

detail.

14-15 Points

*Data collection

techniques explained.

*Data analysis plan

described.

16-17 Points

described.

*Data collection

techniques explained in

detail.

*Data analysis plan well

described.

18-20 Points

Organization *Paper is not well

organized.

*Problem statement,

research questions,

hypothesis are not

well organized.

*Literature review is

not well organized by

topic.

0-3 Points

*Paper is generally

organized.

*Problem statement,

research questions,

hypothesis show

some organization.


organized by source

rather than by topic.

4-6 Points

*Paper is well

organized.

*Problem statement,

research questions,

hypothesis are

organized.


organized by topic-

information on similar

topics is kept together.

7-8 Points

*Paper is well

organized.

*Problem statement,

research questions, data

collection/analysis are

well organized.


well organized by topic-

information on similar

topics is kept together.

9-10 Points

10 Points

20% of

assignment

Citation *Proper formation of

source citation within

text and reference

page using APA style

was not utilized.

*Sources were not

cited whenever using

someone else’s ideas

or direct quotes (see

section on Academic

Honesty)

0-3 Points

*Sources were cited

and reference page

created but not with

APA format.

*Sources not always



or direct quotes.

4-6 Points

*Proper formation of


text and reference


sufficiently followed.

*Sources were

sufficiently cited

whenever using


or direct quotes.

7-8 Points

*Proper formation of the

citations for sources

within the text and for

the reference page using

the APA Publication

Manual 5th

Edition.

*Sources were always


someone else’s ideas or

direct quotes.

9-10 Points

10 Points

20% of

assignment

(Not citing

sources may

result in a

score of zero

for the paper.

See section

on Academic

Honesty)

Sources *0-3 scholarly

articles/ books

beyond the course

were utilized.

*Credible sources

were not utilized.

0 Points

*At least four

scholarly articles/

books beyond course

texts were utilized.

*Information cited

from mostly credible

sources.

1 Point

*At least five scholarly

articles/ books beyond

course texts were

utilized.

*Information cited

from credible sources.

2 Points

*More than five

scholarly articles/books

beyond the course texts

were utilized.

*Information cited from

credible sources.

3 Points

5 Points

10% of

assignment

Mechanics *Proper English

grammar,

punctuation, spelling

were not utilized.

0 Points

*Proper English

grammar,


needs improving.

1-2 Points

*Proper English

grammar, punctuation,

spelling were

sufficiently utilized.

3-4 Points

*Proper English


spelling were always

utilized.

5 Points

5 Points

10% of

assignment

Total Poss. 50 Points

The Data Analysis/Results Paper will be assessed using the following criteria: Percentage/Points Possible

Unsatisfactory Basic Proficient Distinguished Total

Possible

Content *Data analysis not

sufficiently described

*Categories/theory

and examples not

provided

*Summary/

conclusion section

not well developed.

*Doesn't describe

how project adds to

the literature base.

*Data analysis not

accurately described,

and tie to research

questions not clear.

*Categories are not

well described, and

not enough data

examples provided.

*Provide a summary/

conclusion section.

*Little description of

*Data analysis

described & fits

research questions.

*Themes, theories

described. Some

operational definitions

of the categories.

Interview/observation

examples (quotes,

sections of field notes)

provided

*Data analysis

accurately described &

fits research questions.

*Describe the categories,

ideas, theories emerging

from the data. Describe

properties/dimensions of

categories. Provide

interview/observation

examples (quotes,

sections of field notes)

15 Points

50% of

assignment

*Coded interview or

video-tape transcript

not provided.

0-8 Points

how the study adds to

the literature.

*Provide one coded

interview or video-

tape transcript.

8-10 Points

*Provide a summary/

conclusion section.

How did the data

answer your research

problem/ research

questions?

*Describe how your

project adds to the

literature base.

*Provide one coded

interview or video-

tape transcript.

11-13 Points

to support your

analysis/theory.

*Provide a summary/

conclusion section. How

did the data answer your

research problem/

research questions?

*Describe how your

project adds to the

literature base.

*Provide one coded

interview or video-tape

transcript.

14-15 Points


organized into

subsections.

*Similar topics are

not kept together.

0-5 Points

*Paper shows basic

organization into

subsections such as

research questions,

data analysis.

*Similar topics are

not always kept

together.

6 Points

*Paper is organized

into subsections such

as research questions,

data analysis,

categories.

*Similar topics are

kept together.

7-8 Points

*Paper is well organized

into subsections such as

research questions, data

analysis, memos,

categories, theory,

discussion.

*Similar topics are

consistently kept

together.

9-10 Points

10 Points

33% of

assignment

Mechanics

and Citation

*Proper English

grammar,


were not utilized.

*Proper citation and

reference of sources

using APA not

utilized.

0 Points

*Proper grammar,


were not sufficiently

utilized.



using APA not

utilized.

1-2 Points

*Proper English


spelling were




using APA utilized.

3-4 Points

*Proper English



utilized.



using APA utilized.

5 Points

5 Points

16% of

assignment

Total Poss. 30 Points

ED 530 Tests and Measurements

Yi Shang, Ph. D.

Assistant Professor

Office: AD 313

Office hours: 2:00-5:00pm Tuesday and Thursday and other times by appointment

Email: [email protected]

Course Description

Basic knowledge and skills related to the selection and use of tests and measurements for individuals planning

careers in counseling or psychology in school and non-school settings. Technical skills necessary for selecting

and properly employing tests and measurements (reliability, validity, norming, test scores) and major types of

tests employed by community counselors and school counselors / psychologists such as ability, intelligence,

achievement, personality, clinical, or behavioral, etc. Methods of instruction include lectures, discussion, small

group work, PowerPoint presentations and lab works with statistical software.

Course Objectives

1. Provide for the study of historical perspectives concerning the nature and meaning of assessment

(CACREP II.G.7.a.)

2. Provide for the study of basic concepts of standardized testing and other assessment techniques,

norm/criterion-referenced assessment, performance assessment, individual and group test/inventory

methods, psychological testing, and behavioral observations (II.G.7.b., CMHC.G.2. & H.1.)

3. Provide for the study of statistical concepts- scales of measurement, central tendency, variability, data

distributions, and correlations (II.G.7.c., CMHC. H.3., SC.H.1, SC.H.3)

4. Provide for the study of reliability (i.e., theory of measurement error, models of reliability, and the use of

reliability information) (II.G.7.d.)

5. Provide for the study of validity (i.e., evidence of validity, types of validity, and the relationship between

reliability and validity) (II.G.7.e., SC.G.3.)

6. Provide for the study of social and cultural factors related to the assessment and evaluation of

individuals, groups, and specific populations (II.G.7.f., CMHC.H.1.)

7. Provide for the study of ethical strategies for selecting, administering, and interpreting assessment and

evaluation instruments and techniques in counseling (II.G.7.g.)

Student Learning Outcomes

1. Demonstrate the knowledge of historical perspectives concerning the nature and meaning of assessment

as evidenced by class discussion and exam (CACREP II.G.7.a.)

2. Demonstrate the ability to use basic concepts of standardized testing and other assessment techniques for

selecting and using test and assessment tools for school and counseling applications as evidenced by

examination and instrument paper (II.G.7.b., CMHC.G.2. & H.1.)

3. Demonstrate the ability to use statistical concepts to interpret the results of an ability and achievement

test as evidenced by homework, examination, and class discussion (II.G.7.c., CMHC. H.3., SC.H.1,

SC.H.3) 4. Demonstrate the knowledge of reliability and the ability to use reliability information to interpret test

results and to select and compare tests as evidenced by homework, examination, and instrument paper

(II.G.7.d.)

5. Demonstrate the knowledge of validity and the ability to use validity information to interpret test results

and to select and compare tests as evidenced by examination and instrument paper (II.G.7.e., SC.G.3.)

6. Demonstrate the knowledge of social and cultural factors related to the assessment and evaluation of

individuals, groups, and specific populations as evidenced by class discussion and class presentations

(II.G.7.f., CMHC.H.1.)

7. Demonstrate the knowledge of ethical strategies for selecting, administering, and interpreting assessment

and evaluation instruments and techniques in counseling as evidenced by class presentations (II.G.7.g.)

JCU Conceptual Framework, NCATE, CACREP, NASP Standards, and Practitioner Assessment

JCU Conceptual

Framework

CACREP

Standards (Section

II-G7-

ASSESSMENT)

NASP Standards Assessment

Strand 1:

Scholarship

-Reflects on

professional work.

-Demonstrates

accuracy,

organization, &

persistence in

achieving

intellectual &

professional goals.

-Contributes to the

school, district, &

the broader

professional

community.

-Engages in

systematic inquiry.

a. Historical

perspectives

concerning the

nature and meaning

of assessment.

b. Basic concepts of

standardized testing

and other

assessment

techniques,

norm/criterion-

referenced

assessment,

environmental

assessment,

performance

assessment,

individual and

group test/inventory

methods,

psychological

testing, and

behavioral

observations.

2.1 Data-Based

Decision-Making

and Accountability:

Data-based

decision-making

permeates every

aspect of

professional

practice.

2.9 Research and

Program

Evaluation- School

psychologists have

knowledge of

research, statistics,

and evaluation

methods.

-Course discussions

and activities

-Homework 2,3: basic

concepts of

assessment

-Student presentations

on test bias

-Midterm Exam

Strand 2: Personal

& Professional

Development

-Seeks out

opportunities for

professional

development &

growth

-Actively

participates in

professional events

& projects.

-Assists fellow

professionals.

g. Ethical strategies

for selecting,

administering, and

interpreting

assessment and

evaluation

instruments and

techniques in

counseling.

2.4 Socialization

and Development

of Life Skills

-Class discussions

and activities


professionalism

-Homework 1: ethical

issues in testing

-Student presentation

on testing for special

populations

Strand 3:

Specialization

-Demonstrates

knowledge of

resources.

-Designs coherent

c. Statistical

concepts- scales of

measurement,

central tendency,

variability, data

distributions, and

2.1 Data-Based

Decision-Making

and Accountability

2.9 Research and

Program

Evaluation- School

-Class discussions

and activities

-Homework 4,5,6:

basic statistical

concepts; reliability;

validity

interventions.

-Establishes a

context for

learning/successful

intervention.

-Uses knowledge of

communication


collaboration &

supportive

interaction.

correlations.

d. Reliability (i.e.,

theory of

measurement error,

models of

reliability, and the

use of reliability

information).

e. Validity (i.e.,

evidence of

validity, types of

validity, and the

relationship

between reliability

and validity).

psychologists have

knowledge of


and evaluation

methods.

-Student presentations

on intelligence testing

and personality

testing

-Midterm Exam

-Final instrument

paper

Strand 4:

Leadership


assuming

leadership roles.

-Initiates activities

that contribute to

the profession.

-Assumes

responsibility in

decision making.

f. Social and

cultural factors

related to the

assessment and

evaluation of

individuals, groups,

and specific

populations.

2.1 Data-Based

Decision-Making

and Accountability:

2.9 Research and

Program

Evaluation- School

psychologists have

knowledge of


and evaluation

methods.

-Class discussions

and activities


professionalism

-Student Presentation

on testing for special

populations

Tentative Course Outline (Professor reserves the right to change the course schedule)

Date

Topic Reading Assignments

8/30 Introduction, historical perspective Chpt 1

9/6 Basic measurement concepts Chpt 3A

9/13 Basic statistical concepts Homework 1 Due

9/20 Concepts of Reliability Chpt 3B Homework 2 Due

9/27 Reliability & Standard Errors of

Measurement

Homework 3 Due

10/4 Reliability & Item Response Theory Chpt 4A Homework 4 Due

10/11 Basic Concepts of Validity Homework 5 Due

10/18 Validity Analysis & Measurement

Paper Lit Search

Homework 6 Due

10/25 Review

11/1 Exam Chpt 5 Topic Statement of Instrument

Paper due

11/8 Theories & Tests of Intelligence &

Achievement

Chpt 7, 6B

11/15 Testing Special Populations, Test Bias Chpt 8

11/22 Thanksgiving No Class- Friday Classes

Meet on Tuesday This Week

11/29 Personality Testing Chpt 9

12/6 Personality Testing continued

12/13 No Class-Final Week Instrument Paper due

Evaluation Criteria and Procedures

1. Students are expected to read designated sections of the text as assigned each meeting to prepare for the

next class session. Additional readings may also be assigned in class. Complete attendance and full

participation are expected.

2. A midterm exam will be given in the beginning of November. There will be a review session in the

previous week.

3. Six homework are due before the midterm exam. The homework will cover the major contents of the

midterm exam including the statistical concepts and the concepts of reliability and validity.

4. After the midterm exam, students are expected to work in small groups. Each group will create a

PowerPoint presentation for a specific measurement-related topic. The content of the presentation will

be based on the textbook and other academic sources such as journal papers and test manuals. You can

also add information from sources such as your own experience, and links to applicable professional

websites. Once you have the PowerPoint completed, please email it to me so I can review it and post it

on Blackboard. PowerPoints will be due by 5:00 p.m. on the Monday before the scheduled Tuesday class

that covers your assigned material. The group will then present the material in front of the class on that

Tuesday night in about 30-40 minutes. EVERY group member must participate in the presentation. A

Q&A session will follow the presentation. This assignment will be assessed using the following criteria:

PowerPoints submitted by date/time due; correct spelling/punctuation/grammar utilized; PowerPoints

should be easy to read and navigate; presentation should summarize the designated topic adequately;

each group member should consult at least one academic source outside of the textbook, and

presentation should be done with clarity and logical organization.

5. INSTRUMENT PAPER: Select a specific well-respected published instrument that is prevalent in your

field (i.e. MMPI, WISC, BDI, Vocational interest inventories, SAT, GRE, etc.). Write a literature review

paper to investigate your chosen instrument. Summarize and critique at least two academic papers that

focus on the psychometric properties of this instrument. Instructions about how to find and review

measurement paper in your chosen field will be given before the midterm. Topic Statements for the

Instrument Paper must be turned in on the date noted on the course schedule. Topic statements should be

about a ½ page description of the instrument you plan to investigate. Relate what you know about it

already and its general purpose/use. Before finalizing your choice, you should do some literature search

using ERIC/PsychInfo/Medline, Tests in Print, Mental Measurements Yearbook, etc. to make sure there

are enough articles/books to do your paper.

Course Evaluation

Activity % Evaluation

Homework 35 A 90% C+ 75%

Instrument Paper 18 A- 87% C 72%

Midterm Exam 20 B+ 84% C- 69%

Presentation 12 B 81% D 65%

Class Participation

(Individual)

15 B- 78% F Below

60%

Required Text: Gregory, R.J. (2011). Psychological testing: History, principles, and applications (6th

ed.).

Boston: Allyn & Bacon. ISBN: 978-0-205-80948-6.

Other References:

Airasian, P. W. (2005) Classroom Assessment, (5th edition). Boston: McGraw Hill, 2005.

Downing, S. M., & Haladyna, T. M. (2006). Handbook of test development. Lawrence Erlbaum.

Gronlund, N. E. (2006). Assessment of Student Achievement, (8th edition). Boston: Allyn and Bacon.

Haladyna, T. M. (1997). Writing test items to evaluate higher order thinking. Boston: Allyn and Bacon.

Heubert, J. P., & Hauser, R. M. (Eds.). (1999). High stakes testing for tracking, promotion, and graduation.

Washington, DC: National Academy Press.

Mitchell, K. J., Robinson, D. Z., Plake, B. S., & Knowles, K. T. (Eds.). (2001). Testing teacher candidates:

The role of licensure tests in improving teacher quality. Washington, DC: National Academy Press.

Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. Cambridge, England: Cambridge

University Press.

Thorndike, R.M. & Thorndike-Christ, T. (2008). Measurement and Evaluation in Psychology and Education.

Pearson Education: Boston.

Whiston, S. C. (2007). Principles and applications of assessment in counseling. US: Thompson

Course Guidelines

LATE HOMEWORK AND PROJECTS--20% will be taken off for one class period late, 50% will be taken

off for two classes late, after that, the assignment will receive a zero.

**PLEASE NOTE: There will be NO incompletes given for this course unless you have a documented

emergency. Please let me know if you are having such an emergency to see if alternative arrangements

can be made.

REQUIRED CITATION AND REFERENCE GUIDE: American Psychological Association. (2001).

Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Academic Dishonesty: Academic honesty and ethical behavior, expected of every student, are essential to the

process of education and to upholding high ethical standards. Cheating or any other kind of unethical behavior

may subject the student to severe academic penalties, including expulsion. Penalties appropriate to the severity

of the infraction may include a grade of zero for the assignment, possible failure in the course, suspension, or

even expulsion from the University. Abuse of computer privileges may result in their restriction and possibly in

more severe penalties. All work submitted for evaluation in a course, including tests, term papers, and computer

programs, must represent only the work of the student/group unless indicated otherwise. Material taken from

the work of others must be acknowledged properly. Materials submitted to fulfill requirements in one course

may not be submitted in another course without prior approval of all of the instructors involved. Research

material and data must be handled in accordance with standards set by John Carroll. Concerns about the

propriety of obtaining outside assistance or acknowledging sources should be referred to the instructor of the

course before the work commences.

Students with Disabilities: John Carroll University recognizes its responsibility for creating an institutional

climate in which students with disabilities can succeed. In accordance with University policy, if you have a

documented disability, you may be eligible to request accommodations from the office of Services for Students

with Disabilities (SSD). Students with disabilities are entitled to reasonable accommodations and should have

equal access to learning. Please contact the SSD coordinator, Allison West, at (216) 397-4967 or come to the

office located in room 7A, in the Garden Level of the Administration Building. After your eligibility for

accommodations is determined, you will be given a letter which, when presented to instructors, will help us

know best how to assist you. Please keep in mind that accommodations are not retroactive so it is best to register

at your earliest convenience.

University Counseling Center–216-397-4283. Located on Belvoir, two doors away from the tennis courts. A

Counseling Center staff member is available 24 hours a day, seven days a week during the school year. In the

event of an emergency after regular working hours, an on-call person from the Counseling Center can be

reached through Campus Safety Services at 216-397-4600.




Writing Center--Room OC 207

School Closing Info: 216-397-4666 after 2:00 p.m. for evening classes, after 6:30 a.m. for day classes.

John Carroll University

Department of Education and Allied Studies Spring 2012

CG 505 Human Growth and Development/ED 532 Developmental Psychology

Course: CG 505/ED 532-Section 1, Thursdays 6:00-8:40 p.m., Room AD 225.

Course Description: Study of human growth and development throughout lifespan. Includes theories of learning, personality

development, human behavior, as well as multicultural, ethical and legal considerations.

Professor: John L. Rausch, Ph.D.

Office #: AD320 Office Phone: (216) 397-4632

E-mail Address: [email protected] (Best to reach me by email).

Office Hours: Tuesdays 1:45-2:45 & 4:00-6:00, Thursdays 1:45-2:45 & 4:00-6:00. Other times by appointment.

Course Web Site: http://blackboard.jcu.edu. You need to have logon access to JCU Email, Blackboard, and the University network.

Please contact Information Services at 216-397-3005.

Required Text(s): 1) Broderick, Patrick, & Blewitt, Pamela (2010). The Life Span: Human Development for Helping Professionals

(3rd

ed.). Prentice Hall publisher. ISBN: 0-13-715247-7.

2) Electronic Reserve Articles: These are Required. http://doculib.jcu.edu. Put in this course: CG 505 (password: cgra50).

*Other articles/chapters, case studies, handouts, websites, etc. may also be assigned during the course.

-Optional: American Psychological Association. (2001/2010). Publication manual of the American Psychological Association (5th

or

6th

ed.). Washington, DC: Author. (5th

ed. ISBN: 1-55798-791-2, 6th

ed. ISBN: 1-4338-0561-5).

Methods of Instruction: Discussions, Lectures, Case studies, Blackboard, Small group work, and Videos.

Course Rationale: For counselors and other helping professionals in training, this course is designed so the participants will acquire a

working knowledge of the theories of human growth and development across the lifespan. From a biopsychosocial perspective,

students will be able to identify, discuss, and assess the key developmental processes in each stage of life. Course participants will also

explore behavioral, affective, adaptive development, social skills, individual differences, exceptionalities, gender, familial, and cultural

aspects of development. Through the course papers, course participants will develop an intervention plan for a specific area of human

development, and evaluate the potential of their planned intervention.

Conceptual Framework Strands Addressed: CG 505 is grounded in the Jesuit view of education and seeks to develop the Jesuit

ideal of the educator. This course focuses on all five dimensions of the Jesuit idea of an ideal educator: Formation of the total person,

Personal influence of the educator, Educational settings as communities of personal influence, Education as a vocation, Integration of

the disciplines to extend & synthesize knowledge.

**ONLINE COMPONENT: Some portions of this class will utilize Online aspects using JCU's Blackboard system. You MUST

have logon access to Blackboard, the University Network, and JCU email. The Blackboard site will be used for course content,

communication, Discussion Boards, activities, assignments, etc. For weeks when assignments are not due, Blackboard participation

does not have to happen only on Thursdays. You can contribute to Discussions throughout the week.

CACREP 2009 Standards: http://www.cacrep.org/2009standards.html

Section II-G3-Human Growth & Development- Studies that provide an understanding of the nature and needs of persons at all

developmental levels and in multicultural contexts, including all of the following: a. Theories of individual & family development & transitions across the life span.

b. Learning & personality development theories, neurobiological behavior.

d. Theories/models of individual, cultural, couple, family, & community resilience.

e. Understanding exceptional abilities and strategies for differentiated interventions.

f. Human behavior, developmental crises, psychopathology, disability & situational factors that affect normal and abnormal behavior.

h. Theories for facilitating optimal development/ wellness over life span.

II-G1. Professional Orientation & Ethical Practice

f. Professional organizations, including membership benefits, activities, services to members, and current issues.

i. Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.

II-G2. Social and Cultural Diversity

a. Multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally. II-F- Evidence exists of the use and infusion of technology in program delivery and technology’s impact on the counseling profession.

II-G-7. Assessment—Studies provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society.

KNOWLEDGE AND SKILL OUTCOMES (With CACREP Standards Addressed)

1. Describe, discuss, and evaluate prevalent theories of human development and their relevance within different helping

environments (II.G3.A,B,D,F,H).

2. Analyze and evaluate the processes associated with development such as biological, psychosocial, learning, and aging

(II.G3.A,B,D,F,H;IIG7).

3. Describe the variation in development across the life-span, including exceptionalities (II.G3.A,B,D,F,H; II.G1.I; II.G2.A, IIG7).

4. Evaluate the human development process to become a critical reader of literature in this area (II.G3.A,B,D,F,H;IIG7).

5. Demonstrate an understanding that learning is a lifelong process without regard to specific time, place, age, culture, and gender.

mailto:[email protected]

http://doculib.jcu.edu/

http://www.cacrep.org/2009standards.html

(II.G3.A,B,D,E,F,H; II.G1.I; II.G2.A).

6. Identify factors that promote/hinder human development across the life-span (II.G3.A,B,D,F,H).

7. Develop skills and strategies that respect the developmental characteristics of others (II.G3.A,B,D,F,H; II.G1.I; II.G2.A; IIG7).

8. Analytically read and apply the research in human development to one's own field (II.G3.A,B,D,F,H;IIG7).

9. Utilize technology to access course support materials such as Blackboard, Electronic Reserve Articles, and relevant professional

websites (II.F).

10. Learn to gather, integrate, and present current research in written and verbal projects, including the ability to conduct library

research utilizing online resources, to create two course papers using APA style, and also present this research to the class (II.E,F).

11. Learn about and discuss research on human growth and development in professional organizations such as ACA/OCA,

ASCA/OASCA, NASP, AERA/MWERA, Chi Sigma Iota, etc. (II.G.F; CMHC A.4).

PROFESSIONAL EXPECTATIONS

1. Maintain a professional attitude and demeanor in class & online, and respect the dignity of each course participant.

2. Reflect on professional work (II.G.1.D).

3. Assist fellow professionals.

4. Assume responsibility in decision making.

TENTATIVE COURSE SCHEDULE (Professor reserves the right to alter the schedule if necessary).

B=Broderick Text, ER=Electronic Reserve Articles (Weeks not meeting in class will involve using Blackboard).

Date Topic Readings

1/19 *Introduction to Human Growth and Development, History of Developmental

Psychology, Developmental Psychopathology (II.G3.A,B,D,E,F,H).

B-Ch. 1 (Read Case Studies for

Each Chapter)

1/26 *Early Emotional Development, Family Impacts, Attachment, Social Class & Culture

Reactive Attachment Disorder (II.G3.A,B,D,E,F,H; II.G1.I; II.G2.A; II.G7).

B-Ch. 4

2/02 *Development of the Self & Socialization in the Early Years, Parenting Styles

PROJECT TOPICS DUE

B-Ch. 5

2/09 Blackboard Week-No Class Meeting (II.G3.A,B,D,E,F,H).

*Heredity, Environmental Influences, Autism Spectrum Disorders

B-Ch. 2

2/16 *Psychosocial & Ecological Development- Eric Erikson & Urie Bronfenbrenner

*Carl Jung, Karen Horney, Gordon Allport, George Kelly (II.G3.A,B,D,E,F,H).

OBSERVATION REPORT DUE

ER-Erikson & Bronfenbrenner

Chapters, Jung/Horney/

Allport/Kelly Notes

2/23 EXAM 1

3/01 Blackboard Week-No Class Meeting

*Self & Moral Development, Antisocial Behavior (IIG3A,B,D,E,F,H; IIG1I; I.G2.A;

II.G7).

B-Ch. 7

3/08 Spring Break-No Classes Held

3/15 *Gender & Peers

HUMAN DEVELOPMENT PAPER DUE

B-Ch. 8, ER-New Gender Gap


*Neural & Cognitive Development- Piaget, Vygotsky, Play Therapy

(II.G3.A,B,D,E,F,H).

B-Ch. 3

3/29 *Cognition in Middle Childhood- Piaget, Information Processing, Perspective Taking

*Adolescent Social Development- Role of Family, Peers, Risk Taking, Resiliency

*Bandura-Self-Efficacy/Social Cog. Theory. (II.G3.A,B,D,E,F,H).

B-Ch. 6 & 10

ER- Bandura Chapter

4/05 Easter Break- No Classes Held


*Adolescent Physical, Cognitive, Identity, Cultural Development, Eating Disorders

*Late Adulthood (II.G3.A,B,D,E,F,H;II.G1.I; II.G2.A).

B-Ch. 9, 15

4/19 *Physical, Cognitive, Socioemotional, & Vocational Development in Young

Adulthood; Depression

INTERVENTION PLAN PAPER DUE, PRESENTATIONS (II.G3A,B,D,E,F,H).

B-Ch. 11, 12

4/26 EXAM II

5/03 PRESENTATIONS, Last Class (II.G3.A,B,D,E,F,H; II.G1.I; II.G2.A; II.G7).

**For all weeks, even when we are not meeting in class, assignments, exams, papers are due by 8:40 p.m. on the assigned date.

ELECTRONIC RESERVE READING:

Bandura, A. (1997). Theoretical perspectives. In A. Bandura, Self-efficacy: The exercise of control, (pp. 1-35). NY: W.H. Freeman.

Bronfenbrenner, U. (1979). Basic concepts. In U. Bronfenbrenner, The ecology of human development: Experiments by nature and

design, (pp. 16-42). Cambridge, MA: Harvard University Press.

Conlin, M. (2003) The New Gender Gap: From kindergarten to grad school, boys are becoming the second sex. Business Week, May

26, 2003.

Erikson, E.H. (1968). The life cycle: Epigenesis of identity. In E. Erikson, Identity: Youth and crisis, (pp. 91-135). NY: W.W. Norton.

STUDENT LEARNING OUTCOMES/PERFORMANCE-BASED ASSESSMENTS

I. CLASS CONTRIBUTION/ACTIVITIES/HOMEWORK: For each week, you are expected to be prepared to discuss the assigned

reading and/or class activities/homework. Assigned reading, class & Blackboard activities, case studies, homework, etc. will be

assigned during the course, and you will be expected to complete all of these activities, and to participate in any related

class/Blackboard discussions. This will be assessed as part of your Participation/Professionalism grade.

II. BLACKBOARD CLASSES/ACTIVITIES/DISCUSSIONS: A few weeks this semester class will be held online via Blackboard

instead of meeting in class. You will be largely responsible for learning the material yourself for those weeks by doing the assigned

readings, reviewing PowerPoint slides, and participating in the Blackboard activities. I will create ―Discussion Boards‖ on Blackboard

with questions/activities to begin discussions on the week’s reading. Students can also create discussions, ask questions, etc. Students

will share insights, questions, and reflections on the readings and activities through their participation in Discussion Boards on

Blackboard for those assigned weeks. These discussions are intended to be substantive in nature to promote deeper thinking about key

assessment topics. They are also intended to encourage you to ask questions about course content, assignments, seek feedback from

your peers/instructor, etc. Students Must Complete The Assigned Activities For Those Weeks, And Post AT LEAST ONE

Response To The Instructor Created Discussion Board(S) for Each of those Weeks. Please keep all communication professional,

and please stick to the topics for those weeks. The evaluation rubric is attached at the end of the syllabus. This will be assessed as part

of your Participation/Professionalism grade. For weeks when assignments are not due, Blackboard participation does not have to

happen only on Thursdays. You can contribute to Discussions throughout the week (CACREP II.F).

III. OBSERVATION REPORT: This assignment involves having you observe some real human development in action to see how

people try to express their identities. Select an age group or range of ages to observe in a public place like a shopping center, sporting

event, park, library, zoo, museum, etc. Write A Paper about your observation in narrative format. Briefly describe the setting.

Describe the people you observe. What are they doing? How are they interacting-if they are? How are they dressed? How are they

trying to express their identity? How would they be different from other people their own age, or people from other age groups? Please

keep this professional, and do not use real names. This assignment should word-processed, double-spaced, 1 inch margins, 12 point

font, and should be about 2-3 pages in length. The paper will be evaluated by its content (addressing all parts of the assignment),

organization, and mechanics (grammar/spelling). Be prepared to discuss your observation in class and/or on Blackboard. (IIG3, IIG2).

IV. HUMAN DEVELOPMENT PROJECT: The purpose of this project is for you to apply theories and concepts concerning human

development from the course to explore a topic you're interested in within your field, and to design an intervention plan for the

population you plan to work with. Identify a specific Topic/Problem that interests you concerning concepts and principles of human

development. The Topic is up to you-it should be something useful for your field of study. You will write two papers as a part of this

project, and you will present your project to the class. This is an individual project, and the work should only come from each student

rather than from a group.

*Topic Statements must be provided on the date noted on the course schedule. Topic statements should be about a ½ to one page

description of the topic you plan to investigate, what the population/type of site would be, and what your initial thoughts are

concerning a possible intervention. Before choosing a topic, you should do some literature search on ERIC/PsychInfo/Library Catalog

to make sure there are enough articles/books to do your project.

IV A. HUMAN DEVELOPMENT PAPER: This will be a single paper written in narrative format (not lists or bullet points) that has

three main parts. This paper will provide the Literature Review/Research Background for the project. 1) Provide an Introduction

to your Topic and develop a specific Research Topic/Problem for the paper, and limit the scope of the topic/problem. For example,

"I want to study bullying" is too broad, but "I want to study how female or male adolescents’ self-esteem is impacted by relational

bullying" would be a more specific and manageable topic. The problem statement should also describe why this topic needs to be

investigated. Topics should be submitted on the specified date. 2) Within the paper, provide an integrated Literature Review of at

least 5 scholarly articles/books beyond the course reading (you can have more) dealing with your research problem, and concepts

from the class, to determine what issues have been addressed in the literature, and what issues still need to be addressed. Please

Organize the literature review by Topic rather than by article. So rather than summarizing what you found in article 1,2,3-discuss what

you found about each aspect of your study from different articles, like physical bullying in one section, relational bullying in another

section, etc. Please limit internet sources to ONLY reliably published journal articles or government reports. General websites are

not appropriate sources for this paper. Provide Justification to describe how your research and intervention will address one of the

areas that has not been covered in previous research, or how your project will address the topic in a new way. You can also critique

previous research or interventions. 3) Provide a Summary of the key points at the end of the paper, and provide a brief description of

your developing intervention plan. Be sure to cite sources for any ideas or words WITHIN the paper that are not your own using

APA Format. Failure to cite sources, or copying from another student, is considered Plagiarism and will result in a grade of zero for

the paper, and may result in failing the course, and further possible academic penalties. See section on Academic Honesty in this

syllabus. It's also not appropriate to provide just a series of long direct quotes. I want to read your summary and interpretation of

others' research. A few smaller direct quotes that are cited would be fine. There is an APA Citation Summary on Blackboard under

"Course Documents". *Formatting: The paper should be word-processed, double-spaced, 1 inch margins, 12 pt. font, one space

between sentences, indented paragraphs, no extra spaces between paragraphs, and should be about 5-6 pages in length (you can have

more). *Please just staple papers together, no folders please. *Evaluation: The paper will be evaluated by its content, organization,

proper APA citation and reference page, sources, and mechanics (grammar/spelling). See Rubric at the end of the syllabus.

*Suggested Components for the Paper: -Introduction to the topic, -Research Problem & Need for the Intervention, -Integrated

Literature Review (with justification for your research/intervention plan), -Summary of key points in the paper, -Brief description of

your planned intervention, -Reference Page. Subheadings should be used to help organize your paper. (II.F; II.G3.A,B,D,E,F,H;

II.G1.I; II.G2.A; II.G7).

IV B. INTERVENTION PLAN PAPER: Write a second paper using a narrative format (not bullets or lists), and use the information

you gathered in the first paper to help you develop an Intervention Plan concerning your topic with a chosen group of people in your

own professional area (You will NOT be implementing the intervention as part of this class-just planning it). 1) State your Topic

and provide specific Intervention/Research Questions to set up your plan. Describe the specific questions/concepts you want your

plan to address. 2) Design an intervention plan or program to address the topic you have selected. The plan should incorporate

techniques that are related to the concepts that you have learned during this course. The plan should be mainly your own ideas, or your

own way to implement a published intervention program. Published programs should be cited & referenced.

3) Provide a Detailed Account for what would be Involved in the plan, how it would be Implemented, and how it would be

Evaluated. Be sure to clearly Explain and Justify your plan. What literature and possible professional experiences support your plan?

4) Critique the effectiveness of your proposed plan from a practical and/or theoretical perspective. Which aspects could be more

easily implemented, and which ones might be more difficult to manage? Be sure to cite sources for any ideas or words WITHIN the

paper that are not your own using APA Format. Failure to cite sources, or copying from another student, is considered Plagiarism

and will result in a grade of zero for the paper, and may result in failing the course, and further possible academic penalties. See

section on Academic Honesty in this syllabus. *Formatting: The paper should be word-processed, double-spaced, 1 inch margins, 12

pt. font, one space between sentences, indented paragraphs, no extra spaces between paragraphs, and should be about 4 pages in length

(you can have more). *Evaluation: The paper will be evaluated by its content, organization, sources & citations, clarity,

grammar/spelling, and proper APA citation and reference page. See grading Rubric at the end of the syllabus.

*Suggested Components for the Paper: -State your Topic & Research Questions, -Explain & justify the intervention plan, -How

would the plan be implemented & evaluated? –What course/literature or professional experiences support the plan? –How would you

critique the plan? -Reference Page. Subheadings should be used to help organize your paper. (II.F; II.G3.A,B,D,E,F,H; II.G1.I;

II.G2.A; II.G7).

V. PRESENTATIONS: Present a summary of your Intervention Plan to the class. The presentations should only be FIVE

MINUTES MAXIMUM in length. In the presentation, you should discuss: (1) Your Research Problem/Questions, and (2) Your

Intervention Plan. You don’t need to cover the literature review, just focus more on the Intervention. This will be a short presentation

to give everyone the chance to hear different ideas. You will also be asked to discuss your developing project throughout the course in

class and on Blackboard. The presentation will be assessed by the content, organization, and professionalism. (II.F;

II.G3.A,B,D,E,F,H; II.G1.I; II.G2.A; II.G7).

VI. EXAMS: There will be Two Exams during the course which are designed to assess whether you are keeping up with, and

understanding, the readings and class activities. Exams may cover all reading assignments, case studies, Blackboard content &

discussions, class discussions, small group work, and activities for the material listed for each exam. Exams may be comprised of any

combination of the following: Multiple-choice, Short answer, Case Studies, and Essay. The structure of each exam will be described

during the course in advance of the exam dates. Exams are to be taken on the date scheduled. Make-up exams will be given/accepted

only for Verifiable Illness/Emergency. Make-up exams must be taken as soon as possible, but not more than 7 days following the

scheduled quiz date, if not the score will be ZERO. Contact me PRIOR to the quiz date to see if alternate arrangements can be made.

(II.F; II.G3.A,B,D,E,F,H; II.G1.I; II.G2.A; II.G7).

COURSE EVALUATION

POINTS POSSIBLE GRADING SCALE FOR COURSE

I&II. Participation/Professionalism &

Blackboard Activities- 15 Points

III. Observation Report- 15 Points

IVA. Human Development Paper- 30 Points

IVB. Intervention Paper- 30 Points

V. Presentations- 10 Points

VI. Two Exams- 40 Points Each- 80 Total

171-180 Points=A

162-170 Points=A-

155-161 Points=B+

149-154 Points=B

144-148 Points=B-

137-143 Points=C+

131-136 Points=C

117-125 Points=D+

108-116 Points=D

0-107 Points=F

Total Possible for Course-- 180 Points 126-130 Points=C-

COURSE GUIDELINES

READINGS/EXPECTATIONS/CLASS PARTICIPATION: There are assigned readings from the required text, articles/chapters,

Blackboard, and handouts. Students are expected to complete all assigned readings Prior To the corresponding class sessions. You are

expected to: Attend class sessions, Be on time, and Contribute to Classroom/Blackboard discussions. You must be prepared to

participate in class discussions, class activities, group activities, etc. You need to contribute to your classes here at JCU to get the most

out of them. Consistent attendance is crucial to keep up with the material and assignments. Please turn off cell-phones, etc. before

class, unless there is an emergency situation. NO TEXTING DURING CLASS! You need to maintain a professional demeanor in

class. For example, talking to each other, or texting, while someone is addressing the class is inappropriate, and if that would continue,

you would be asked to leave the class.

ATTENDANCE: Will be taken. One excused absence will be permitted, except for days when exams or assignments are due.

Additional absences will result in a 5% deduction from the course grade for each day missed. This could potentially bring your

course grade down one or more letter grades. A student who is absent from a class is responsible for all material covered during the

class period, and for completing any in-class assignments, or scheduled assignments that were due on the day that was missed. An

excused absence would include a documented illness, accident, emergency, or documented job function like school conferences.

LATE PROJECTS-- Any assignments not turned in on the due date will have 10% taken off for being 2-3 days late (in addition to

any other points missed for the assignment requirements). 20% will be taken off for assignments turned in 4-7 days late. Any

Assignments not received by 7 days after the assignment was due will receive the grade of zero. See the policy for Exams under that

section of the syllabus. Presentations must be made by the last class session to receive a grade- if not, the grade will be zero.

**PLEASE NOTE: There will be NO INCOMPLETES given for this course unless you have a Documented Illness/Emergency

that requires you to miss a significant portion of the class. Otherwise, if an assignment is not turned in, eventually you will earn the

grade of zero for the assignment. Please let me or the University know if you are having such an emergency to see if alternative

arrangements can be made. If a request for an incomplete is approved, all pending work must be completed within one month

following the last examination date of the semester in which the grade is incurred. Unresolved Incomplete grades automatically turn to

the grade of "F" after 30 days from the end of the semester. See the Graduate Studies Handbook for further details.

ACADEMIC HONESTY: Academic honesty, expected of every student, is essential to the process of education and to upholding

high ethical standards. Cheating, including Plagiarism (copying work from other students, or using published words or ideas without

citation of sources), inappropriate use of technology, or any other kind of unethical behavior, may subject the student to severe

academic penalties, including dismissal. All work submitted for evaluation in a course, including tests, term papers, and computer

programs, must represent only the work of the student unless indicated otherwise. Material taken from the work of others must be

acknowledged. Materials submitted to fulfill requirements in one course may not be submitted in another course without prior approval

of the instructor(s). Penalties appropriate to the severity of the infraction may include a grade of zero for the assignment, possible

failure in the course, suspension, or even expulsion from the university. Plagiarism detection software may be used by the

instructor. See the Graduate Studies Handbook for further details on the policies on Academic Honesty and Plagiarism.

WRITING STYLE: REQUIRED CITATION AND REFERENCE GUIDE FOR PAPERS

American Psychological Association. (2001/2010). Publication manual of the American Psychological Association

(5th

or 6th

ed.). Washington, DC: Author. ISBN: 1-55798-791-2 (5th

ed.), or 978-1-4338-0561-5 (6th

ed.).

BLACKBOARD: (CACREP II.F). You MUST access the Blackboard website to get handouts, reviews for exams, announcements,

etc. These will not be handed out in class. To get to the Blackboard site, type in the following from your web-browser:

http://blackboard.jcu.edu/webapps/login. It will ask for your ID name & password. You need to have logon access to the University

network, Blackboard, and Email. Please contact Information Services at 216-397-3005. Click on this course, "Human Growth and

Development". If you use a different e-mail address then your JCU address, please forward your JCU mail to your other

account. I use the JCU list to send any announcements, so you need to have access to it. I will post scores for exams, papers, etc. on

the site, so check for those under "Tools"--"Check Grade". Only students enrolled in the course, and the professor, can access

restricted areas of the site such as grades, but if you do not want me to post your grades for you on Blackboard, please let me know.

The syllabus is under "Course Information." Handouts, exam reviews, Power Point slides are usually under "Course Documents." I

have posted several links under "External Links" to professional websites that may be helpful for assignments, professional

development, etc.

REPRESENTATIVE WORKS CONSULTED:

Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W.H. Freeman & Co.

Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development. Vol. 6: Theories of child

development: Revised formulations and current issues (pp. 187-249). Greenwich, CT: JAI Press.

Erikson, E.H. (1968). Identity: Youth and crisis. New York: Norton.

Rausch, J.L. (2012/In Press). A case study of the identity development of an adolescent male with emotional disturbance and 48, xyyy

karyotype in an institutional setting. The Qualitative Report. Scheduled for Spring 2012 publication.

Rausch, J.L., Lovett, C.R., & Walker, C.O. (2003). Indicators of resiliency among urban elementary school students at-risk. The

Qualitative Report, 8(4), 570-590. Retrieved April 22, 2004, from http://www.nova.edu/ssss/QR/QR8-4/rausch.pdf

Rosenberg, M., Schooler, C., Shoenbach, C., Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts,

different outcomes. American Sociological Review, 60, 141-156.

JOURNALS CONSULTED: Journal of Counseling and Development, Adultspan Journal, Journal of College Counseling, Journal

of Humanistic Counseling Education and Development, Counseling and Values, Contemporary Educational Psychology, American

Educational Research Journal, The Exceptional Child

SERVICES FOR STUDENTS WITH DISABILITIES: In accordance with federal law, if you have a documented disability, you

may be eligible to request accommodations from the Office of Services for Students with Disabilities (SSD). Please contact Services

for Students with Disabilities at (216) 397-4263 or go to the office located in room 7A, in the Garden Level of the Administration

Building. Please keep in mind that accommodations are not retroactive, so it is best to register at your earliest convenience.

UNIVERSITY COUNSELING CENTER: (216) 397-4283. Located at 2567 S. Belvoir (upstairs), two houses to the right of the

tennis courts. The Counseling Center is free and available to all students. They provide counseling services, as well as workshops on

study skills and other topics. Regular hours Monday-Friday 9-5. However, a Counseling Center staff member is available 24 hours a

day, seven days a week during the school year. In the event of an emergency after regular working hours, an on-call person from the

Counseling Center can be reached through Campus Safety Services at 216-397-4600.

http://www.jcu.edu/campuslife/counseling

Campus Safety Services-- (216) 397-4600.

The Center for Career Services-- 397-4237, 2563 South Belvoir, Next to the Counseling Center.

Writing Center-- 397-4592, Room OC 207, http://www.jcu.edu/writingcenter

School Closing Info: (216) 397-4666 after 2:00 p.m. for evening classes, after 6:30 a.m. for day classes.

NAMING FILES

Naming Files Request

If you submit work by email/Blackboard, please use the format listed below to ―Name‖ the file when you upload your file from your

computer to email/Blackboard. Please use this approach throughout the semester. This will help me know exactly what each file is that

you submit. Please also save a copy on your own hard drive for safe keeping!

Generic Naming Format: FirstInitialLastName_AssignmentName_Date.filetype

EXAMPLES OF FILES USING THE NAMING FORMAT

Word Files

JSmith_ObservationReport_2-14-12.doc

JSmith_HumanDevelopmentPaper_3-14-12.doc

PowerPoint Example

JSmith_Project_3-14-12.ppt

http://www.jcu.edu/campuslife/counseling

http://www.jcu.edu/writingcenter

The Human Development Paper will be assessed using the following Rubric:

Unsatisfactory Basic Proficient Distinguished Approximate

Weight

Content *Topic/Problem

statement not clearly

written.

*Topic not tied with

course.


not adequate.

*Summary of paper

& intervention not

provided.

*Topic/Problem

briefly covered.

*Topic not really tied

with course.

*Literature review

not thoroughly

covered.

*Summary of paper

& intervention not

well described.

*Topic/Problem

statement provided

*Topic ties in with

course.

*Literature review

covered.

*Summary of paper &

need for intervention

provided.

*Topic/Problem

statement clearly written.

*Topic ties well with

course.

*Literature review

thoroughly covered.

*Summary of paper &

need for intervention

well described.

40%

Organization *Problem statement,

literature review, &

summary are not

organized.

*Paper is not well

organized

by topic.

*Subheadings are not

utilized.

*Problem statement,


summary show basic

elements of

organization.

*Paper is well not

well organized

by topic.


well utilized.

*Problem statement,


summary are

organized.

*Paper is mostly

organized

by topic-information

on similar topics is

kept together.

*Subheadings are

sometimes utilized.

*Problem statement,


summary are well

organized.


by topic-information on

similar topics is kept

together.

*Subheadings are well

utilized to help organize

sections of the paper.

20%



text and reference


was not utilized.

*Sources were not


someone else's ideas

or direct quotes.

*Sources were cited

and reference page

created, but not with

APA format.

*Sources not always



or direct quotes.



text and reference



*Sources were

sufficiently cited

whenever using


or direct quotes.



within the text and the

reference page using the

APA Publication Manual

5th

Edition.



someone else's ideas or

direct quotes.

20%

(Not citing

sources may

result in a

score of zero

for the paper.

See section

on Academic

Honesty)

Sources *0-2 scholarly

articles/ books

beyond the course

were utilized.

*Credible sources

were not utilized.

*At least 3-4

scholarly articles/

books beyond course


*Information cited

from at least 3

credible sources.

*4 scholarly articles/

books beyond course


*Information cited

from credible sources.

*5 or more scholarly

articles/books beyond

the course texts were

utilized.

*Information cited from

credible sources.

10%


grammar, wording,


were not utilized.

*Proper English

grammar, wording,


need improving.

*Proper English

grammar, wording,



*Proper English

grammar, wording,


were always utilized.

10%

Total

Possible

"D/F" Level Work "C" Level Work "B" Level Work "A" Level Work 30 Points

NOTE: The Weight for each area is listed as Approximate, which means this is the percentage I will typically use to evaluate this

paper. However, if one area is significantly lacking, that may lower your grade more than the approximate percentage. For example, if

the paper shows very poor grammar or very poor organization throughout the paper, more points may be taken away from the overall

paper than the approximate weight provided here. Failure to cite sources, or copying from another student, is considered Plagiarism


section on Academic Honesty in this syllabus.

The Intervention Plan Paper will be assessed using the following Rubric:

Unsatisfactory Basic Proficient Distinguished Approximate

Weight

Content *Topic & Research

Questions not

adequately provided.

*Intervention plan is

not provided in

detail.

*Implementation &

evaluation of the plan

is missing or not well

described

*Support for plan not

provided.

*Self-critique of plan

not provided.

*Topic & Research

Questions provided

at basic level.

*Intervention plan

not thoroughly

developed.

*Implementation &


not clearly described.

*Support for plan not

clearly articulated.


is missing or not

developed.

*Topic & Research

Questions provided


developed.

*Implementation &


described.

*Support for plan

articulated.


is developed.

*Topic & Research

Questions clearly

explained.


thoroughly developed.

*Implementation &


clearly described.

*Support for plan clearly

articulated.

*Self-critique of plan is

thoroughly developed.

50%


organized into

subsections.

*Similar topics are

not consistently kept

together.


utilized.

*Paper is somewhat

organized into

subsections.

*Similar topics are

not consistently kept

together.


well utilized to help

organize sections of

the paper.

*Paper is organized

into subsections such

as: topic, research

questions, intervention

plan, implementation

& evaluation, critique.

*Similar topics are

typically kept together.

*Subheadings are

sometimes used to

organize the paper.


into subsections such as:

topic, research

questions, intervention

plan, implementation &

evaluation, critique.

*Similar topics are

consistently kept

together.

*Subheadings are well

utilized to help organize

sections of the paper.

25%


source citations

within text and

reference page using

APA style was not

utilized.

*Sources were not



or direct quotes (see

section on Academic

Honesty)

*Sources were cited

and reference page

created, but not with

APA format.

*Sources not always



or direct quotes.



text and reference



*Sources were

sufficiently cited

whenever using


or direct quotes.



within the text and the

reference page using the

APA Publication Manual

5th

Edition.



someone else's ideas or

direct quotes.

15%

(Not citing

sources may

result in a

score of zero

for the paper.

See section

on Academic

Honesty)


grammar,


were not utilized.

*Proper English

grammar,


need improving.

*Proper English


spelling were


*Proper English



utilized.

10%

Total

Possible

"D/F" Level Work "C" Level Work "B" Level Work "A" Level Work 30 Points

NOTE: The Weight for each area is listed as Approximate, which means this is the percentage I will typically use to evaluate this

paper. However, if one area is significantly lacking, that may lower your grade more than the approximate percentage. For example, if

the paper shows very poor grammar or very poor organization throughout the paper, more points may be taken away from the overall

paper than the approximate weight provided here. Failure to cite sources, or copying from another student, is considered Plagiarism


section on Academic Honesty in this syllabus.

Rubric/Guidelines for Blackboard Discussion Boards

Low Range

Mid Range

High Range

Understanding of

Content

Response demonstrates

limited understanding of

critical concepts with

unclear, weak connections

to practice or is off topic.

Response demonstrates a basic

understanding of critical

concepts with somewhat clear

connections to practice.

Response demonstrates deep

understanding of critical concepts

with clear and strong connections

to practice.

Higher Order Thinking

Response demonstrates

procedural or summary-

oriented processes in

formulation.

Response demonstrates analytic

cognitive processes in its

formulation to some degree.

Response demonstrates analytic,

evaluative and creative cognitive

processes in its formulation.

Clarity of Expression

Responses are unclear,

hard to follow, and poorly

articulated.

Responses are vague in parts or

may lack clarity or coherence.

All responses are clear, concise,

logical, and well-articulated.

Writing Mechanics

Multiple spelling &

grammar errors.

More than two errors in spelling

and grammar.

No more than a total of two errors

in spelling and grammar.

Professional

Communication

Communication is not

professional, is off course

topics, disagreements/

differing opinions are not

expressed professionally.

Communication is mainly

professional, on topic for the

week, disagreements/differing

opinions are expressed

professionally without attacking

others.

All communication is

professional, deals with the topic

for the week,

disagreements/differing opinions

are expressed professionally

without attacking others.

**Any seriously unprofessional or hostile communication will be reported to the Chairperson of the Department of Education and

Allied Studies, the Associate Dean for Graduate Studies, other University officials, and possibly law enforcement. No online bullying,

attacking, or inappropriate communication will be tolerated.

*We may be discussing issues during the semester about which people may have very different opinions, and that is expected. I do

want you to discuss and support your ideas. When we have different ideas, we can respond to the issue being discussed rather than to

individuals. The idea is to get all of us to think deeply about the issue and to consider alternate points of view on any given topic to

expand our thinking and development.

John Carroll University

Department of Education and Allied Studies

Syllabus Spring 2012

Course #: ED 533 Wednesdays 6:00-8:40 p.m., Room Dolan E 233

Course Title: Introductory Statistics.

Course Description: Prerequisite: ED502. Review of descriptive statistics. Introduction to statistical inference;

interpretation and applied problems in hypothesis testing, including analysis of variance and chi-square analysis.

Instructor: Yi Shang, Ph.D. Office #: AD313 Office Phone: (216) 397-4767

E-mail Address: [email protected]

Office Hours: Tuesdays, Wednesdays, Thursdays 2-4pm, other times by appointment.

Required Text(s): Salkind, N. J. (2011). Statistics for People Who (Think They) Hate Statistics (4th Ed.) Sage

Publications. ISBN:9780495597841

*Other articles, handouts, websites, etc. may also be assigned during the course.

Course Rationale: This course is designed to enhance the practitioner’s habit of critical reflection in part through an

understanding of, and appreciation for, research and statistics. It is hoped that individuals will add to their knowledge

base of their own discipline by applying research methods to their own practices. By doing this, individuals should

improve their skills and add to their professional satisfaction (Ayers & Schubert, 1992; Cochran-Smith & Lytle, 1993;

McEwen, 1992).

Models of Instruction: Students are expected to actively interact with the class content. As a community of learners,

students are required to actively participate in class discussions and are encouraged to question the instructor and other

students’ presentations as well as providing feedbacks. Instructional procedures will include lecture, group discussion,

student presentation, in-class exercise, and software instruction.

Conceptual Framework Strands Addressed: ED 533 is grounded in the Jesuit view of education and seeks to develop

the Jesuit ideal of the educator. This course focuses on all five dimensions of the Jesuit idea of an ideal educator:

Formation of the total person, Personal influence of the educator, Educational settings as communities of personal

influence, Education as a vocation, Integration of the disciplines to extend & synthesize knowledge.

JCU Conceptual Framework, INTASC/OHIO, NASP, & CACREP Standards, and Practitioner Assessment

Conceptual

Framework

INTASC/OHIO

STANDARDS

NASP Standards CACREP Standards Assessment

Strand 1:

Scholarship

-Reflects on

professional work.

-Demonstrates

accuracy,

organization, &

persistence in

achieving intellectual

& professional goals.

-Contributes to the

school, district, & the

broader professional

community.

-Engages in

A. Subject Matter,

G. Communication,

H. Assessment,

I. Professional

Development

2.1 Data-Based

Decision-Making and

Accountability:

2.3 Effective

Instruction and

Development of

Cognitive/Academic

Skills

8a. The importance of

research &

opportunities &

difficulties in

conducting research

in the counseling

profession.

8b. Research methods

such as qualitative,

quantitative, single-

case designs, action

research, and

outcome-based

research.

-Homework

-SPSS Project

-Research

presentations

-Course discussions

and activities

-Exams

systematic inquiry.

Strand 2: Personal

& Professional

Development

-Seeks out

opportunities for

professional

development &

growth

-Actively participates

in professional events

& projects.

-Assists fellow

professionals.

G. Communication,

I. Professional

Development


Development of Life

Skills

8f. Ethical and legal

considerations.

-Class discussions

and activities


professionalism

-Research

Presentations

-Exams

Strand 3:

Specialization

-Demonstrates

knowledge of

resources.

-Designs coherent

interventions.

-Establishes a context

for

learning/successful

intervention.

-Uses knowledge of

communication


collaboration &

supportive

interaction.

A. Subject Matter,

C. Diversity of

Learners,

G. Communication,

H. Assessment,

I. Professional

Development

2.1 Data-Based

Decision-Making and

Accountability:

2.3 Effective

Instruction and

Development of

Cognitive/Academic

Skills


Development of Life

Skills

8c. Use of technology

and statistical

methods in

conducting research

and program

evaluation, assuming

basic computer

literacy.

8e. Use of research to

improve counseling

effectiveness.

-SPSS Project

-Class discussions

and activities

-Use of Blackboard

website for course

support

Strand 4:

Leadership


assuming leadership

roles.

-Initiates activities

that contribute to the

profession.

-Assumes

responsibility in

decision making.

A. Subject Matter,

G. Communication,

H. Assessment,

I. Professional

Development

2.1 Data-Based

Decision-Making and

Accountability:

2.3 Effective

Instruction and

Development of

Cognitive/Academic

Skills


Development of Life

Skills

8d. Principles,

models, and

applications of needs

assessment, program

evaluation, and use of

findings to effect

program

modifications.

-Class discussions

and activities


professionalism

-Research

Presentations

Desired Results

Knowledge: The practitioner will be able to:

*Understand the research process.

*Understand how statistics are selected for specific research questions.

*Understand the ethical concerns involving research and statistics.

*Understand the impact of sampling procedures.

*Understand the process of data collection and instrumentation.

*Understand the basic ideas for quantitative data analysis.

*Understand the purposes for different statistical procedures.

*Understand how to utilize SPSS to enter and analyze quantitative data.

*Understand how research may be used to improve practice.

Skills: The practitioner will be able to:

*Interpret correctly and critically evaluate research articles.

*Analyze quantitative data using SPSS.

*Calculate mean, median, mode, variance, standard deviation.

*Describe characteristics of normal distribution.

*Conduct t-test, ANOVA, correlation, regression, chi-square, & repeated measures analyses.

Attitudes and Professional Development: The practitioner will be able to:

*Maintain a professional attitude and demeanor in class.

*Appreciate research as a human activity.

*Reflect on professional work.

*Assist fellow professionals.

*Demonstrate knowledge of resources.

*Assume responsibility in decision making.

*Apply principles and strategies learned in class to professional life.

Statistical Software: The software that I will demonstrate in class include SPSS and R. You have access to SPSS in any

computer on campus, but if you want to install the software in your own computer you have to purchase a copy. R, on the

other hand, is free for download. It is an extremely powerful statistical software. I will show you how to use both

software in class, and you can choose to practice one of them in your homework.

Tentative Course Outline (Professor reserves the right to change the course schedule)

Date Topic Assignments Due

1/18 Introduction

1/25 Describing and Exploring data Homework 1

2/1 Descriptive Statistics Homework 2

2/8 Chi-square Test Homework 3

2/15 The logic of Hypothesis Testing; Confidence Intervals Homework 4

2/22 T-test; ANOVA; Factorial ANOVA Homework 5; Quiz 1

2/29 Correlation and Regression Homework 6

3/7 Spring Break—no class

3/14 Factor Analysis Midterm Due

3/21 Regression—Dummy Coding Homework 7

3/28 Nested Regression Models Homework 8; Quiz 2

4/4 Friday Classes Meet-No Class

4/11 Comparing Regression Slopes—Beta Coefficients Homework 9

4/18 Interaction Effects Homework 10

4/25 Logistic Regression Homework 11; Quiz 3

5/2 Path Analysis Homework 12

5/9 Final Exam

Performance-Based Assessments

I. Attendance: Students who miss class without documented emergency are responsible to make up for class

materials. You are welcome to come to me with theoretical questions, but instructions related to software use

cannot be repeated. However, if you did come to class or if you missed class due to documented emergency, I

would be perfectly willing to answer any questions and repeat any class instructions. Those who are late to

class are also responsible to make up for whatever materials they missed.

II. HOMEWORK: There will be homework due every week starting the second week of this semester. Homework

must be submitted in the beginning of each class. I will grade the assignments and return them the next week.

Late homework receives a 3% grade reduction per day delayed.

III. QUIZZES: There will be three 15-20 minute quizzes in this semester. Questions on the quizzes will be selected

directly from the homework assigned or from a list handed out at least one week before the quiz.

IV. Exam: There will be two exams in the course. Examinations may cover all class discussions and homework prior

to the exam. The mid-term exam is take-home, and the final-exam is in-class. The final exam includes a

close-book part and an open-book part. Examinations are to be taken on the date scheduled. Make-up for

Exams will be given only for documented emergencies.

Course Evaluation

Activity % Evaluation

Homework 51 A 90% C+ 75%

Quiz 9 A- 87% C 72%

Midterm Exam 15 B+ 84% C- 69%

Final Exam (close-book) 10 B 81% D 65%

Final Exam (open-book) 15 B- 78% F Below 60%

**PLEASE NOTE: There will be NO incompletes given for this course unless you have a documented emergency. If an

assignment is not turned in, eventually you will receive a zero for the grade. Please let me know if you are having such an

emergency to see if alternative arrangements can be made.

Academic Dishonesty: Acts of academic dishonesty (cheating, plagiarism-includes not citing sources, submission of

work for more than one class, fabrication, fraud, etc.) are expressly forbidden. Infringements will be dealt with according

to John Carroll policy. This may include failing the assignment, failing the course, and even being expelled from the

University. See your student handbook for details.

Students with Disabilities: Students with documented disabilities are entitled to reasonable accommodations if needed.

If you believe you need accommodations, please see the professor of this course or JCU’s Coordinator of Students with

Disabilities (Ext. 4967) as soon as possible. Accommodations will not be granted retrospectively.

University Counseling Center–216-397-4283. Located on Belvoir, two doors away from the tennis courts. A Counseling

Center staff member is available 24 hours a day, seven days a week during the school year. In the event of an emergency

after regular working hours, an on-call person from the Counseling Center can be reached through Campus Safety

Services at 216-397-4600.




Writing Center--Room OC 207 Mon-Thurs 1:00-9:00, Friday 1:00-3:00

School Closing Info: 216-397-4666 after 2:00 p.m. for evening classes, after 6:30 a.m. for day classes.