Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge
Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:




Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in
teaching, research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflective inquiry, critical thinking, and
respect for the cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific
educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas
of science, mathematics, educational technology and intercultural dimension
(language, literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professionals
at all levels, not only for the school system but for other economical and service
areas which require training, human resources, development and life-long
learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
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preparation, P-16 and life-long education initiatives will be a model for helping
to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the
local, regional, and national educational communities in the previously
mentioned areas.
Note: Be advised that the College of Education conducts ongoing research
regarding the effectiveness of the programs. You will receive one survey in
the final semester prior to graduation regarding your program during your
time here. A second survey will occur within one year following graduation
from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB. Please remember that
your response to these surveys is critical to UTB excellence.
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Department of Educational Psychology and Leadership Studies
College of Education
The University of Texas at Brownsville
Department of Educational Psychology and Leadership Studies
COUN 6301.60, Introduction to Research Methods in Counseling
Fall 2012
Instructor:
Javier Cavazos Vela, PhD
EDBC 1.108
[email protected]
(956) 882-5709
Office Hours: Tuesday: 2-4pm and by appointment
Wednesday: 11-12, 4-5, and by appointment
Thursday: 11-12 or by appointment
Day and Time the Class meets: Tuesday 7:15pm-10:00pm
Location of Class: EDBC 2.420
Course Catalog Description:
Introduction to research methods and statistical analysis in counseling. Emphasizes data-gathering
techniques in social and behavioral sciences databases; critical review of literature used in clinical
assessment, intervention, and evaluation; planning and design of research proposal; and instruction
in APA style.
Required Texts:
Sheperis, C. J., Young, J. S., & Daniels, M. H. (2010). Counseling research: Quantitative,
qualitative, and mixed methods. Boston, MA: Pearson.
Required Resource for Program:
TK20 account is required. TK20 is an electronic toolkit used by candidates to provide
evidence that they have mastered state and professional standards for the profession.
Additional information can be found at www.tk20.com
Recommended Texts:
American Psychological Association (2009). Publication manual (6th ed.). Washington, DC:
Author.
Note: Make sure you buy the Second Printing, which is the corrected version. Check the copyright page, opposite the Table
of Contents. If it is a second printing, the second paragraph will read "Second printing: August 2009."
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Course Objectives
Course Objective(s)
1.Understand
research methods,
statistical analysis,
needs assessment,
and program
evaluation.
NCATE STANDARD
Inquiry
SPA Standard
Conceptual Framework
Knowledge in Practice
2. Recognize the
importance of
research and
opportunities and
difficulties in
conducting
research in the
counseling
profession.
Inquiry
Knowledge in Practice
3. Analyze research
methods such as
qualitative,
quantitative, singlecase designs, action
research, and
outcome-based
research.
Inquiry
Knowledge in Practice;
Collaboration
4. Critically
evaluate research
for clinical and
professional
practice.
5. Apply technology
and statistical
methods in
conducting
research and
program
evaluation,
assuming basic
computer literacy.
6. Employ
principles, models,
and applications of
Inquiry; Interrelatedness
Knowledge in Practice
Inquiry
Professionalism
Pedagogical Leadership
Reflection; Collaboration
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needs assessment,
program
evaluation, and use
of findings to effect
program
modifications.
Interculturalism
7. Design and use
research to
improve counseling
effectiveness.
8. Analyze trends in Interculturalism
culturally
competent research
and the effect that
research has had on
historically
marginalized
groups.
Inquiry
9. Explain ethical
and legal
considerations.
Collaboration; diversity;
and knowledge in practice
Diversity; Reflection
Professionalism
CACREP Core Standards Addressed
K.1.g Advocacy processes needed to address institutional and social barriers that impede
access, equity, and success for clients (Interculturalism, inquiry).
K.2.a Multicultural and pluralistic trends including characteristics and concerns between
and within diverse groups nationally and internationally (Interculturalism).
K.7.c Statistical concepts, including scales of measurement, measures of central tendency,
indices of variability, shapes and types of distributions, and correlations (Inquiry)
K.7.f Age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality,
and other factors (Interculturalism).
K.7.g Strategies for selecting, administering, and interpreting assessment and evaluation
instruments and techniques in counseling (Inquiry).
K.8
Studies that provide an understanding of research methods, statistical analysis,
needs assessment, and program evaluation (Inquiry).
K.8.a The importance of research and opportunities and difficulties in conducting
research in the counseling profession (Inquiry).
K.8.b Research methods such as qualitative, quantitative, single-case designs, action
research, and outcome-based research (Inquiry).
K.8.c Use of technology and statistical methods in conducting research and program
evaluation, assuming basic computer literacy (Inquiry).
K.8.d Principles, models, and applications of needs assessment, program evaluation, and
use of findings to effect program modifications (Pedagogical leadership).
K.8.e Use of research to improve counseling effectiveness (Pedagogical leadership).
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K.8.f
Ethical and legal considerations. (Inquiry).
CACREP School Counseling Standards Addressed
B.6
Methods of planning, developing, implementing, monitoring, and evaluating
comprehensiveness developmental counseling programs (Inquiry).
C.1.a Use, management, analysis, and presentation of data from school-based information
(e.g., standardized testing, grades, enrollment, attendance, retention, placement), surveys,
interviews, focus groups, and needs assessments to improve student outcomes (Inquiry).
C.1.b Design, implementation, monitoring, and evaluation of comprehensive
developmental school counseling programs (e.g., the ASCA National Standards for School
Counseling Programs) (Inquiry).
C.1.g Use of technology in the design, implementation, monitoring, and evaluation of a
comprehensive school counseling program (Inquiry).
CACREP Community Counseling Standards Addressed
B.3
Strategies for community needs assessment to design, implement, and evaluate
community counseling interventions, programs, and systems (Inquiry).
TOPICS, LEARNING PROCESSES, AND DESIRED RESULTS
Unit One: An Introduction to Research in Counseling and Ethics, Multicultural Issues
in Research, and APA Format
Knowledge, skills and dispositions that must be mastered at the end of this unit:
1. Learn about contemporary issues in counseling research.
2. Become familiar with the research process, including reviewing the literature and
focusing on methodological issues.
3. Understand the importance of ethical considerations in conducting research.
4. Learn about a number of multicultural issues in counseling research.
Unit Two: Quantitative Research Designs
Knowledge, skills and dispositions that must be mastered at the end of this unit:
1. Understand the primary components of quantitative research.
2. Become familiar with experimental designs.
3. Learn about predictive designs.
4. Understand the basic characteristics of survey research as well as time-series
designs.
Unit Three: Qualitative Research Designs, Basic Statistical Concepts, and Developing a
Research Report
Knowledge, skills and dispositions that must be mastered at the end of this unit:
1. Understand the primary characteristics of qualitative research.
2. Recognize the differences among grounded theory methodology, phenomenological
designs, and narrative research.
3. Become familiar with basic statistical concepts.
4. Learn about the basic steps when developing a research report.
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Course Calendar
Date
Tuesday,
August 28th
Tuesday,
September
4th
Tuesday,
September
11th
Tuesday,
September
18th
Tuesday,
September
25th
Topics
Syllabus; Introduction to
Course and Major
Assignments
Chapters 1 and 2
Processes and
Assignments
Small Group
Activities
Chapters 3 and 4; APA
Format
Small Group
Activities
Chapters 16, 17, and 18;
ACA Codes of Ethics
(research section)
Examination Review
(Chapters 1, 2, 3, 4, 16, 17,
and 18)
Small Group
Activities
Tuesday,
October 2nd
Tuesday,
October 9th
Chapters 5 and 15
Tuesday,
October
16th
Tuesday,
October
23rd
Tuesday,
October
30th
Tuesday,
November
6th
Tuesday,
November
13th
Tuesday,
November
20th
Tuesday,
November
27th
Tuesday,
December
4th
Tuesday,
December
11th
Chapter 6
Examination
Review and
Conference with
Professor
Examination 1
Student-Led
Discussion (4)
Chapter 8
Small Group Activity
Examination 2
Interview with
Counseling
Professor
Student-Led
Discussions (4)
Research
Presentation
Chapters 11 and 12
Examination
(chapters 1, 2, 3, 4,
17, 18 )
Small Group
Activity; StudentLed Discussion (4)
Student-Led
Discussion (4)
Chapter 7
Chapters 9 and 10
Evaluation Method
Examination
(chapters 5, 6, 7, 8,
and 15)
Interview with
Counseling
Professor
Research Paper Due
and Presentation
Student-Led
Discussions (4)
Examination 3
(chapters 9, 10, 11,
and 12)
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Performance Tasks
1. Research Proposal: You will develop a research proposal. The body of the
proposal must be at least 15 pages (title page, abstract, references do not
count toward this amount), 1 inch margins, double-spaced, and in APA
format. Proposed research must be plausible enough to conduct the study;
however, please note that you will not actually conduct the study for this
class. The paper must include the following sections denoted by APA
headings: Title Page; Abstract; Introduction; Review of Literature; Methods
(Sample, Research Design, Limitations, etc.); Recommendations for Future
Research; References. You have the option to work in a group of no more
than 4 members or you can work individually.
2. You will co-lead a discussion on a particular methodology and/or chapter.
This discussion should expand on the chapter and must include relevant
research and application in the field. For example, if you are assigned
experimental designs, you will be responsible to co-lead a 30 minute
discussion on three journal articles related to this research design. The
purpose of this activity is to extend the conversation about important
research designs beyond the textbook. In order to prepare for this
discussion, you also will be responsible for three journal article critiques
related to your methodology. Your discussion should be based on these
journal article critiques. The format for the journal article critiques will be
provided.
3. Examinations: You will demonstrate understanding through three
examinations. These examinations will not be comprehensive and will
include approximately 45-50 multiple choice questions and one essay
question. Please bring a scantron to each examination
4. Interview with Professor: You will interview a professor in counselor education
or school counseling (skype or telephone) (face-to-face) from a different
university. The professional counselor must have their degree in counseling. If you
have any concerns about the training of the individual you plan to interview, please
ask them about their training PRIOR to your interview or contact me to verify that
they are appropriate for this assignment. Sample interview questions will be provided
at a later time.
You are to write a reaction paper to the interview and indicate issues that raised
salience for you about research related to counseling. Please do not offer a summary
of the interview as I am looking for your reflection on the interview. This paper
should be typed, double-spaced, and the body of the paper should be a minimum of 4
pages in length.
5. Participation and Attendance: Participation is an important component of
this course. You will receive full credit if you (a) miss no more than two class
days throughout the semester, (b) engage in small and large group
discussions, and (c) maintain professional behavior. Frequent texting in class
will result in deduction of major points toward participation and attendance.
6. You must attend one seminar from the Counseling and Guidance Faculty
Seminar Series offerings this semester. You may attend more than one
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seminar; however, only one is required per semester regardless of the
number of hours you are enrolled in. You must submit a 1.5 page reflection
paper based on your seminar experience. Seminar dates are Thursday,
October 18th and Thursday, November 8th.
7. You must read one book from the UTB Counseling and Guidance program
approved reading list. You can read more than one book on the list each
semester; however, only one is required per semester regardless of the
number of hours you are enrolled in. You must submit a 1.5 page reflection
paper based on the book you read.
Evaluation Weights and Summary
Research Proposal and Presentation: 15%
Research Interview and Presentation: 10%
Examination 1: 15%
Examination 2: 20%
Examination 3: 20%
Attendance, Participation: 5%
Student-led discussion and Journal Article Critiques: 10%
Faculty Seminar Series and Book Reflection: 5%
Students will be provided with a final letter grade based on above criteria. The
instructor reserves the right to penalize any additional facets of unprofessional and
irresponsible work dispositions or conduct, if the need arises.
GRADING SYSTEM
Partial evaluations will be made with numbers on exams, tests, papers, presentations
and so on. Letter grades of “A+” through “F” (course final grade) will be awarded based
on the following scale:
A+
98-100
4 grade points
A
93-97.9
4 grade points
A90-92.9
3.67 grade points
B+
87-89.9
3.33 grade points
B
83-86.9
3 grade points
B80-82.9
2.67 grade points
C+
77-79.9
2.33 grade points
C
73-76.9
2 grade points
C70-72.9
1.67 grade points
D+
67-69.9
1.33 grade points
D
63-66.9
1 grade point
F
Below 60
0 grade points
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the
instructor to a student who has been unable to complete the course requirements due
to a serious interruption not caused by the student’s own negligence.
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MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
1. Facilitations
2. Small and large group discussions
3. Readings from textbook and professional journals
4. Research paper
5. Self-awareness/exploration activities
6. Writing assignments
7. Examinations
8. Case analyses
9. Presentation
10. Interview skills
RESOURCES INCLUDING BOOKS FOR THE COURSE AND RESEARCH PAPERS
Item 1: Sheperis, C. J., Young, J. S., & Daniels, M. H. (2010). Counseling research:
Quantitative, qualitative, and mixed methods. Boston, MA: Pearson.
Item 2: Publication Manual of the American Psychological Association (2010). 6th ed.
Washington, DC: American Psychological Association.
Course Policies
1. Attendance is mandatory. Arriving late or leaving early is unprofessional and
causes a distraction to others.
2. You are allowed one absence without penalty. This absence includes excused and
unexcused. Absence from a second class meeting will constitute a deduction of four
points on the participation grade. Due to the nature of the course, should you be
allowed to remain in the class after the second absence because of extenuating
circumstances, four points will be taken off the participation and/or final grade for
each additional absence.
3. You should complete all assignments by the due date in the course calendar. Late
work will be accepted with a half letter grade deduction per each day that the
assignment is late.
4. Type all assignments, unless otherwise specified, and use the 6th edition of APA
format for the research paper.
5. The instructor reserves the right to make changes in the syllabus as deemed
necessary. Students will be notified of any and all changes. Please note that this is a
preliminary syllabus and assignments and other details might change.
6. It is your responsibility to become aware of important university deadlines
including the last day to withdraw from the course. The last day to withdraw from
this course with a “W” is October 30th (tentative).
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INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (Sap) is based upon two components: GPA of 2.0 or higher and
successful course completion of at least 70% of couse work attempted. Students
remain in good standing with the university and Financial Aid when both criteria
are met. Students who do not maintain these required minimum standards will be
placed on probation or suspension as appropriate. The complete Satisfactory
Academic Progress policy and the Undergraduate Satisfactory Academic Progress
for Financial Aid policy can be found in the current Undergraduate catalog. For
more information, please visit http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion,
submission for credit of any work or materials that are attributable in whole or in
part to another person, taking an examination for another person, any act designed
to be unfair advantage to a student, or the attempt to commit such acts. Since
scholastic dishonesty harms the individual, all students and the integrity of the
University, Policies on scholastic dishonesty will be strictly enforced. (Board of
Regents Rules and Regulations)
STUDENTS’ ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class regularly and
on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at anytime, be dropped from course. This may result in a “w” or “F”
on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program,
academic course, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and students
to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtscblacboard.com, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
complete all requirements for that course. Failure to access course materials once
reasonably possible can result in a reduction of your overall grade in the class.
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To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system. Therefore,
all students must use Scorpion Online to provide a current email address. Students
may update their email address by following the like titled “Validate your e-Mail
Account” in MyUTBTSC Blackboard Portal. In the event of a disaster, that disrupts
normal operations, all students and faculty must make every effort to access an
internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in the
semester so that the appropriate arrangements may be made. In accordance with
federal law, a student requesting accommodations must provide documentation of
his/her disability to the Disability Services counselor. For more information, visit
Disability Services in the Lightner Center, call 956-882-7374, or e-mail
[email protected].