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[pic] School of Health Professions

Rehabilitation Counseling Program

Course Syllabus

Course Information:

|Semester/Year |Fall 08 |

|Course Name |Research Methods in Rehabilitation |

|Course Prefix/Number/Section |REHB 604 |

|Course Location |KERN 3129, |

|Course Meeting Days/Times |Wednesday, 4-6:30pm |

|Clinical Experience, Internship, Fieldwork | |

|Credit Hours |3 |

|Prerequisites |Undergraduate statistics |

|Course type (DAY/WEC, Graduate) Graduate) |graduate |

Instructor Information:

|Instructor |Michael Kiener, Ph.D., CRC |

|Office Location |1221 ABAC |

|Office Hours |TBA & by appointment |

|Office Phone Number |314-529-9443 |

|Alternate Phone Number | |

|E-mail address |mkiener@maryville.edu |

Course Catalog Description

|This course is designed to give students an understanding of basic concepts in research, including theory, design, variables, measurement, hypothesis|

|testing, and validity. |

|The focus of the course is on conceptual rather than computational aspects of research. The student will learn how to design outcome studies with an|

|appreciation of stakeholder involvement. Opportunities and threats associated with the evidence-based practice movement will be debated. Students |

|will develop knowledge and skills to critically evaluate the applicability of research to practice. Students will explore their values and beliefs |

|about the role of research in rehabilitation counseling and their identity as a scientist-practitioner. |

Course Objectives

|The student will develop an ability to read, understand, and critically evaluate research in rehabilitation. |

|The student will develop an understanding of basic concepts in research, including research design, variables, measurement, hypothesis testing, |

|effect size, and validity. |

|The student will be able to understand basic descriptive and inferential statistics. |

|The student will acquire knowledge and skills to design a feasible practitioner based research project with specific rehabilitation outcomes. |

|The student will learn the basics of APA style for professional writing. |

Textbooks/Required Readings

|Required Textbook |

|Trochim, W. K. (200). Research methods the concise knowledge base. Cincinnati, Ohio: Atomicdogpublishing |

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

|Stringer, E. (2007). Action research (3rd ed.). Los Angeles: Sage Publications. |

|Additional reading as assigned |

|.Optional Textbooks |

|Perrin, R. (2004). Pocket guide to APA style. Boston: Houghton Mifflin. |

|Szuchman, L. T. (2002). Writing with style: APA style made easy (2nd ed.). Belmont, CA: Wadsworth Group. |

|Donnelly, J. P, & Trochim, W. K. (2005). Research methods the concise knowledge base Workbook. Cincinnati, Ohio: Atomicdogpublishing |

Instructional Methods and Student Activities

|The learning experiences will be based on didactic presentations (by the instructor), discussions, small group exercises, role-plays, videotape |

|viewings, out-of-class readings, and writing assignments.  The instructor will utilize an adult learning approach whereby students will draw from the|

|strength of their own life experiences to organize and analyze information presented in the course. Class participants are encouraged to ask |

|questions and share personal experiences, when appropriate.  Mutual respect and confidentiality will be the norm in this course. |

|Written work will be assessed for APA style, writing and content. In addition, all written work should have multiple references to add to the |

|creditability of the work. It is advised not to use .com sites as references. |

|It is important for each student to understand that assignments, in part, are intended to help the instructor gauge the student’s learning. One way |

|to evaluate this is to examine how well the student integrates readings, class discussions, and other materials (e.g., handouts, readings from other |

|courses, ideas gleaned from readings outside the class through independent research) into his or her written assignments. Students are expected to |

|use and cite primary (as opposed to secondary sources like textbooks) when writing any kind of paper in this class. Also, because of this emphasis |

|on professional writing skills, students are expected to follow the rules of good grammar, syntax, punctuation, spelling, under APA guidelines. |

Course Requirements and Points/Weighting

1. Participation in Class Activities and Discussion. Each student is expected to attend each class. Because this class is structured as a seminar/discussion with learning performances, the learning-teaching process requires active participation and completion of pre-quizzes. Pre-quizzes are informal questions posted on Desire2Learn and are designed to keep students engaged in their learning throughout the semester. Four pre-quizzes during the semester will be collected and “assessed” for participation. Each student will be required to develop one pre-quiz question. Attendance and Participation =10/100 points.

2. Homework. Throughout the semester, homework will be assigned to assess your ability to practice and apply the material. The intent of the homework is to provide ongoing feedback on your progress regarding APA style and components of research design. Homework= 15/100points.

3. Take Home Exams. Twice during the semester you will complete an exam (one on quantitative and on qualitative research). You will have one week to analyze and critique an articles that will be given out in class. You will be asked to identify the research question, methodology, variables, rational and importance of the study. In addition you will be asked to develop research studies from quantitative and qualitative perspectives. Detailed instructions will be included with the articles. Exams 30/100points total; 15 points each.

4. Research Question Outlines. The outlines will be the foundation for your research papers. The outline will include your research question, a rationale for the value and importance of the study and procedures for answering your question, a preliminary literature review, participants, data collection procedures, and analysis procedures. Be prepared to have your classmates review your work. Research Question Outline = 15/100 points—7.5 points each.

5. Research papers. The papers will be the narrative form of your outlines and should be written and organized as a manuscript ready for submission to a peer reviewed journal. One paper will address your qualitative study and one paper will address your quantitative study. There is no set length, if you genuinely complete all parts of the paper according to APA style the length will not matter. Research paper 30/100points—15 points each.

Grading Scale

|Final grades will be based on a simple point system (90-100 of the point total equals an "A," 80-89 equals a “B,” 70-79 equals a “C,” and anything |

|less than 70 equals an “F”). |

Attendance Policy

|As a matter of policy, there is only one excused or unexcused absence. Any additional absences will result in a reduction of attendance points. Three|

|missed classes will result in one full letter grade reduction. Four missed classes will result in a failing grade for the course. In the same vein, |

|students are expected to be on time and should remain in class for the entire session. |

|During inclement weather situations, students are responsible for checking the Maryville University website (maryville.edu), television stations |

|KTVI FOX, KMOX or KSDK, or radio station KMOX 1120 AM for notifications regarding university closings or snow schedule. |

Participation and Professional Behavior

|It is recognized that many of our students have families, work, and take classes.  Although we understand that conflicting demands on your time will |

|occur, our first priority is to assure that you leave this program with the knowledge and skills required of a graduate level rehabilitation |

|counselor.  Your future clients have a right to service from a fully qualified counselor. |

|As a professional, you will develop networks of resources to assist you in providing quality services to your clients. While a student, begin the |

|networking experience by developing peer groups, study groups or other supports with your rehabilitation counseling colleagues. |

|To assist in your professional development, course expectations include: course work/assignments will be submitted with proper grammar, typed, and of|

|professional quality meeting APA writing standards. To contribute to a learning environment classroom conduct will include: arriving on time, being |

|attentive, and being respectful of the instructor and fellow students. |

|Appropriate dress and conduct is expected anytime you are at school or representing Mayville University in the community. |

|The Code of Ethics for Rehabilitation Counselors provides guidelines for an appropriate standard of practice for the professional rehabilitation |

|counselor. Each student is expected to act in ways that are consistent to these standards. This includes confidentiality. |

General Course Policies

|Include specific course withdrawl dates here |

Technology Proficiency Requirements and Resources

Students must be able to:

• create Microsoft Word documents ( WordPerfect and Microsoft WORKS are not acceptable)

check e-mail daily ( both Maryville and D2L accounts)

• To access Desire2Learn go to

Enter your ID number and then your password—they are the same as your email account.

Then click on the link for this class.

• Search for and obtain articles from online databases, the university library and inter-library loan

• Access articles and materials using the university library E-Reserve system

• attach Microsoft Word documents to email

• access and manage information within the Desire 2 Learn learning platform

If assistance is needed to meet these requirements, please see a librarian or seek instructional technology help at (314) 329-9575 or email academicsupport@maryville.edu.

Academic Honesty and Integrity

Students are to adhere to the Student Code of Conduct as outlined in the Maryville University Student Handbook. Specifically, in regards to this course, students are expected to be honest, to complete their own work, to respect the work of others and to acknowledge information received from other sources. (MU Student Handbook 2007-08, p. 49).

Additionally, students are bound by the Code of Ethics of the (insert professional organization here) and are expected to act in a manner that upholds the ethical principles of this organization.

Course/Instructor Evaluation

Maryville University values feedback from students as part of its ongoing quest for excellence in education. As part of this process, you will have the opportunity to evaluate this course and provide the instructor with feedback and comments through the use of a standard evaluation instrument. Commitment to the teaching and learning process requires each student to complete this evaluation as part of the ongoing revision of this course and instructional competence. Your participation in this process is an expectation of this course.

Informed Consent

Some courses in this curriculum require students to actively participate as a subject or model for demonstration and practice. Should this course have such a requirement, your informed consent should be signed, current and on file in your respective program OR is attached to this syllabus for your signature.

Academic Accommodations

Maryville University provides accommodations and supports for students with disabilities as defined by the Americans with Disabilities Act.  If you have a documented disability and wish to discuss academic accommodations, please contact the course instructor and the Academic Success Center located in the University Library (314-529-6850).

Personal Counseling, Mouton Hall, 314-529-9552

This syllabus is subject to change at the discretion of the instructor to accommodate instructional and/or student needs.

Course Outline / Schedule

|Date |Reading |Topic |Assignment due |

|8/27 |CKB ch 1 |Introduction to research—qualitative, quantitative— & APA style |Pre-assessment of research |

| | |Research Search: Library resources |attitudes |

| | |Take home message | |

|9/3 |CKB ch 6 |Forms of Qualitative Research |Homework due: |

| | | |Journal about counseling topics |

| | | |you are interested in |

|9/10 |AR ch 1 & 2 |Qualitative: Foundation & Theory & Principles |Homework due: |

| | |Writing: Introduction |Bring in two articles that relate|

| | | |to your topic |

|9/17 |AR ch 3 |Qualitative: Planning |Homework due: |

| |AR ch 4 |Qualitative: Gathering data |Write an introduction paragraph |

| | |Writing: Methods | |

|9/24 |AR ch 5 |Qualitative: Interpreting & Analyzing |Paper outline |

| |AR ch 6 |Qualitative: Planning & Implementing solutions | |

| | |Writing: Results | |

|10/1 |AR ch 9 |Qualitative: Understanding Action Research Mock Exam—in class |Homework due: Data analysis |

| | |Writing—putting APA to practice |Take home exam given out |

|10/8 | |Writing: Discussion |Exam due |

| | |Working class—on-line review quiz | |

|10/15 |CKB ch 2 &3 |Quantitative: Sampling, measurement, Validity & Reliability |Qualitative paper due |

|10/22 |CKB ch 7 & 8 |Quantitative: Design |Homework due: |

| | |Mental Measurement Yearbook |Find two or more assessments that|

| | |Construct validity |measure your construct |

|10/29 |CKB ch 9 & 10 |Quantitative: Design |Homework due: |

| | | |Describe how you will |

| | | |operationalize your construct |

|11/5 |See link |Quantitative: Analysis |Post-assessment of research |

| |Also listed in D2L|Mock Exam—in class |attitudes |

| | | |Take home exam given out |

| | |d/templates/student_resources/workshops/stat_workshp/chose |Homework due: paper outline |

| | |_stat/chose_stat_01.html | |

|11/12 |CKB ch 11 |Quantitative: Analysis |Exam due |

|11/19 |CKB ch 12 |Quantitative: Analysis |Paper due |

|11/26 | |No Class | |

|12/3 | |Working Class: | |

| | |Making sense of the semester | |

| | |1444 | |

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