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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.
Standard 1: Professional
and Pedagogical
Knowledge and Skills for
Teacher Candidates and
School Personnel
8f. Ethical and legal
considerations.
2.4 Socialization and
Development of Life
Skills
-Class discussions and
activities
-Class participation &
professionalism
-IRB Application
-Research Presentations
Strand 3: Specialization Standard 1: Professional 8c. Use of technology and 2.1 Data-Based Decision- -Introduction to qualitative
-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
Knowledge and Skills for
Teacher Candidates and
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:
2.3 Effective Instruction
and Development of
Cognitive/Academic Skills
2.4 Socialization and
Development of Life
Skills
analysis software
-Class discussions and
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.
Standard 1: Professional
and Pedagogical
Knowledge and Skills for
Teacher Candidates and
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:
2.3 Effective Instruction
and Development of
Cognitive/Academic Skills
2.4 Socialization and
Development of Life
Skills
-Class discussions and
activities
-Class participation &
professionalism
-IRB Application
-Research Presentations
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
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
*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.
*Literature review is
organized by source
rather than by topic.
4-6 Points
*Paper is well
organized.
*Problem statement,
research questions,
hypothesis are
organized.
*Literature review is
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.
*Literature review is
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
cited whenever using
someone else’s ideas
or direct quotes.
4-6 Points
*Proper formation of
source citation within
text and reference
page using APA style
sufficiently followed.
*Sources were
sufficiently cited
whenever using
someone else’s ideas
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
cited whenever using
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,
punctuation, spelling
needs improving.
1-2 Points
*Proper English
grammar, punctuation,
spelling were
sufficiently utilized.
3-4 Points
*Proper English
grammar, punctuation,
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
Organization *Paper is not well
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,
punctuation, spelling
were not utilized.
*Proper citation and
reference of sources
using APA not
utilized.
0 Points
*Proper grammar,
punctuation, spelling
were not sufficiently
utilized.
*Proper citation and
reference of sources
using APA not
utilized.
1-2 Points
*Proper English
grammar, punctuation,
spelling were
sufficiently utilized.
*Proper citation and
reference of sources
using APA utilized.
3-4 Points
*Proper English
grammar, punctuation,
spelling were always
utilized.
*Proper citation and
reference of sources
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
-Class participation &
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
techniques to foster
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
research, statistics,
and evaluation
methods.
-Student presentations
on intelligence testing
and personality
testing
-Midterm Exam
-Final instrument
paper
Strand 4:
Leadership
-Takes initiative in
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
research, statistics,
and evaluation
methods.
-Class discussions
and activities
-Class participation &
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.
Campus Ministry--397-4717
Campus Safety Services--397-4600
The Center for Career Services--2563 South Belvoir 397-4237
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.
(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
3/22 Blackboard Week-No Class Meeting
*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
4/12 Blackboard Week-No Class Meeting
*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
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.
*Literature review is
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,
literature review, &
summary show basic
elements of
organization.
*Paper is well not
well organized
by topic.
*Subheadings are not
well utilized.
*Problem statement,
literature review, &
summary are
organized.
*Paper is mostly
organized
by topic-information
on similar topics is
kept together.
*Subheadings are
sometimes utilized.
*Problem statement,
literature review, &
summary are well
organized.
*Paper is well organized
by topic-information on
similar topics is kept
together.
*Subheadings are well
utilized to help organize
sections of the paper.
20%
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.
*Sources were cited
and reference page
created, but not with
APA format.
*Sources not always
cited whenever using
someone else's ideas
or direct quotes.
*Proper formation of
source citation within
text and reference
page using APA style
sufficiently followed.
*Sources were
sufficiently cited
whenever using
someone else's ideas
or direct quotes.
*Proper formation of the
citations for sources
within the text and the
reference page using the
APA Publication Manual
5th
Edition.
*Sources were always
cited whenever using
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
texts were utilized.
*Information cited
from at least 3
credible sources.
*4 scholarly articles/
books beyond course
texts were utilized.
*Information cited
from credible sources.
*5 or more scholarly
articles/books beyond
the course texts were
utilized.
*Information cited from
credible sources.
10%
Mechanics *Proper English
grammar, wording,
punctuation, spelling
were not utilized.
*Proper English
grammar, wording,
punctuation, spelling
need improving.
*Proper English
grammar, wording,
punctuation, spelling
sufficiently utilized.
*Proper English
grammar, wording,
punctuation, spelling
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
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.
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 &
evaluation of the plan
not clearly described.
*Support for plan not
clearly articulated.
*Self-critique of plan
is missing or not
developed.
*Topic & Research
Questions provided
*Intervention plan is
developed.
*Implementation &
evaluation of the plan
described.
*Support for plan
articulated.
*Self-critique of plan
is developed.
*Topic & Research
Questions clearly
explained.
*Intervention plan is
thoroughly developed.
*Implementation &
evaluation of the plan
clearly described.
*Support for plan clearly
articulated.
*Self-critique of plan is
thoroughly developed.
50%
Organization *Paper is not well
organized into
subsections.
*Similar topics are
not consistently kept
together.
*Subheadings are not
utilized.
*Paper is somewhat
organized into
subsections.
*Similar topics are
not consistently kept
together.
*Subheadings are not
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.
*Paper is well organized
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%
Citation *Proper formation of
source citations
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)
*Sources were cited
and reference page
created, but not with
APA format.
*Sources not always
cited whenever using
someone else's ideas
or direct quotes.
*Proper formation of
source citation within
text and reference
page using APA style
sufficiently followed.
*Sources were
sufficiently cited
whenever using
someone else's ideas
or direct quotes.
*Proper formation of the
citations for sources
within the text and the
reference page using the
APA Publication Manual
5th
Edition.
*Sources were always
cited whenever using
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)
Mechanics *Proper English
grammar,
punctuation, spelling
were not utilized.
*Proper English
grammar,
punctuation, spelling
need improving.
*Proper English
grammar, punctuation,
spelling were
sufficiently utilized.
*Proper English
grammar, punctuation,
spelling 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
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.
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
2.4 Socialization and
Development of Life
Skills
8f. Ethical and legal
considerations.
-Class discussions
and activities
-Class participation &
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
techniques to foster
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
2.4 Socialization and
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
-Takes initiative in
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
2.4 Socialization and
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
-Class participation &
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.
Campus Ministry--397-4717
Campus Safety Services--397-4600
The Center for Career Services--2563 South Belvoir 397-4237
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.