EDUC506 Syllabus

UMUC-EUROPE GRADUATE PROGRAMS
BOWIE STATE UNIVERSITY

EDUC506 Syllabus

Course Title	Introduction to Research
Term	TERM 5, 2004/2005
Education Center	DIST-ED_EUROPE_GRAD
Faculty Member	Brett Hamilton - bhamilto@faculty.ed.umuc.edu

Faculty Contact Information:

Instructor: Dr. Brett Hamilton Mailing Address: Am Borngraben 10, 65510 Idstein-Walsdorf, Email Address: Novantiq@aol.com

Consultation:

Tel and Fax: 06434-6222 (1100 hrs - 2100 hrs, 7 days)

Required Texts and Readings:

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington DC: Author Leedy, P.D. & Ormrod, J.E. (2005). Practical Research: Planning & Design (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Weiss, C. (1997). Evaluation (2nd ed.). Prentice Hall. --- Chapters 7, 10, 11 are required. Additional chapters may be assigned as supplementary reading by the classroom instructor. Citing Electronic Resources: APA Style. Retrieved July 14, 2003 from http://www.umuc.edu/library/guides/apa.html Online Guide to Writing and Research. Retrieved July 14, 2003 from http://www.umuc.edu/prog/ugp/ewp_writingcenter/writinggde/welcome.shtml Procedures for Completing the Research Project Notification and Human Subjects Protection Form. Retrieved June 16, 2003 from http://www.ed.umuc.edu/staff/faculty/detech/pedagogy/proceduresform.html University Of Maryland University College Policy Manual Policy 130.25: Conducting Research Involving Human Subjects. Retrieved June 16, 2003 from http://www.ed.umuc.edu/staff/faculty/detech/pedagogy/policy%20manual.html

Supplementary Readings:

Each instructor has his or her preferences for supplementary reading material that may be added here. In addition, all graduate students should be prepared to utilize the UMUC online library. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students' research and writing skills.

Recommended Journals:

A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling WebBoard at http://webboard.ed.umuc.edu/couns/. and the PA WebBoard at http://webboard.ed.umuc.edu/~pa. The Qualitative Report, a peer-reviewed, on-line journal devoted to writing and discussion of and about qualitative, critical, action, and collaborative inquiry and research, is especially useful for this course.

Course Description:

This course is designed to provide the graduate student with an understanding of the various kinds of behavioral research and to develop an understanding of various research designs appropriate to behavioral sciences. Use of basic statistical techniques appropriate to these designs is included. Students may receive credit for only one of the following courses: EDUC 506 or EDMS 645.

Course Goals:

This course provides graduate students with the conceptual and practical tools to develop proposals for and conduct non-experimental research projects, policy analyses, and program evaluations, as well as to evaluate and incorporate the implications of published reports into their practice as counsenling professionals. Students are actively encouraged to use this class to develop the proposal for the professional paper required in GUCO/PSYC 561.

Course Objectives:

At the conclusion of this course the student will be able to: Demonstrate an understanding of the scientific method by distinguishing between applied, basic, quantitative and qualitative research, and descriptive and inferential statistics. Demonstrate an understanding of program evaluation as a research methodology. Analyze professional situations for research/evaluation purposes. Generate research problem statements. Develop research proposals appropriate to problems statements in specific professional settings. Execute literature reviews. Formulate hypotheses. Develop data collection and data analyses strategies. Establish the internal and external validity and the reliability of measurements. Analyze, interpret, and apply published research findings to professional settings. Present research findings in written and graphic or oral formats. Define ethical and legal constraints on research. Analyze the application of information technology in research.

Grading Information:

Grades for this course will be assigned as follows: A 90% B 80 – 89% C 70 – 79% F Below 70% Please note that Bowie State University does not use "D" for graduate students. The grade F(a) is used to designate academic failure. F(n) is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog. Hard copies of the catalog are available in your local Education Center.

Course Requirements:

Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to: Participate in classroom discussions.....................20% Term Project: Formal Proposal/APA Style .................25% Visual presentation and defense of proposal. ............15% Midterm Exam ............................................20% Final Exam ..............................................20%

Description of Course Requirements:

Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the face-to-face classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. In an 8-week term, that is the equivalent of a half-time job. Most 14-week graduate distance education courses require at least 10 hours per week of dedicated time, plus time spent in the virtual classroom. Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner. Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of course work from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables. PLEASE NOTE that resubmission of course work from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment unless an unusual circumstance has been recognized and allowed in writing by the instructor before the assignment is due. Orally/visually present prepared material: You are required to present your research in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material. In a DE class, this means creating a visual/textual presentation for your instructor and classmates. Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam. The Term Project: Students will prepare a professional quality proposal which describes EITHER a research study OR the conduct of a program or process evaluation approved by the instructor. The paper will include at a minimum: an abstract, statement of the problem, review of the related literature, defense of constructs, design of the study, development of measurement instruments, choice of statistical approach, interpretation of mock or fantasy data (recommended), interpretation of data and conclusions. The paper will normally be at least 10-13 pages long in order to provide a thorough treatment on the important elements normally found in proposals.

Papers will be presented in an online Symposium, where students will have the opportunity to explain their proposals and respond to questions from the class.

Course Schedule:

1 13-19 June 05 The course is scheduled 13 June -- 9 October 2005 and presents 14 full weeks of DE with a term break of three weeks, scheduled 1-20 August. Week One: 13-20 June 1. Post short info Bios to Introduce Ourselves 2. Review and clarification of syllabus 3. Clarification of goals, objectives and requirements 4. History of Evaluation -- Assignment: Read Weiss - Preface ix - xii; Chapter One, "Setting the Scene"- Pp. 1-19. 5. Respond to Conference Topics as posted for Week One Week Two: 20-26 June 1. Conference Topics: Read and Discuss 2. Types of Evaluation Assignment: Weiss - Chapter Two, "Purposes of Evaluation," Pp. 20-45. 3. Planning and Designing an Evaluation Assignment: Weiss-Chapter Four, "Planning the Evaluation," Pp. 72-96. 4. Ethical Issues for the Evaluator Assignment: Weiss-Chapter Five, Pp. 109-113; Leedy - Pp. 101-104. Week Three: 27 June-3 July 1. Conference Topics: Read and Discuss 2. Research vs. Evaluation .. Differences in Purpose 3. Nature of Research Assignment: Leedy - Chapter One, Pp. 1-11. Homework: Self Assessment quizzes at http://www.prenhall.com/leedy 4. Begin framing a research or evaluation question for which you will create a proposal in this course. One of the main objectives of this course is to help you to focus questions into manageable research or evaluation. Results of your work would be publishable as a professional paper. Week Four: 4 - 10 July 1. Conference Topics: Read and Discuss 2. Overview of Research Tools Assignment: Leedy - Chapter Two, Pp. 12-42. Homework: Self Assessment quizzes. 3. Handout: Study Questions for Leedy - Chapters One and Two. 4. Literature Review Assignment: Leedy - Chapter Four - Pp. 64-84. 5. Post your proposal ideas into the Conference Area for general discussion and review by me and by the classmembers. Week Five: 11 - 17 July 1. Conference Topics: Read and discuss 2. Importance of Stating the Problem 3. Guidelines for Finding and Shaping Problems Assignment: Leedy - Chapter Three, Pp. 43-63. Homework: Self - Assessment Quizzes for Chapters Three and Four Handout: Study Questions for Chapter Three and Four 4. Continuing critique of student proposal ideas in Conference area 5. TURN-IN ASSIGNMENT (DUE 1 AUGUST): Under tab labeled "ProposalOutline" in Student Submission area turn in preliminary outline of your term project proposal. Instructions under tab and in Conference Area for this week. Week Six: 18-24 July 1. Conference Participation 2. Preparing the Research Project Assignment: Leedy - Chapter Five, Pp. 85-114. 3. Note also elements of a sample final report, Weiss- Pp. 294-303. 4. General Criteria for a Research Project Homework: Self-Assessment Quizzes for Chapter Five 5. Writing the Research Proposal Assignment: Leedy - Chapter Six, Pp.115-132. Homework: Self-Assessment Quizzes for Chapter Six Week Seven: 25-31 July 1. Conference Participation 2. Qualitative vs. Quantitative Research 3. Qualitative Methods 4. Methodology, Tools, Data Collection and Interpretation Assignment: Leedy - Chapter Seven, Pp. 133-160; Weiss - Chapter Eleven, Qualitative Methods, Pp. 252-270. Homework: Self-Assessment Quizzes for Chapter Seven Homework: Study Questions for Chapter Seven 5. MIDTERM EXAM [TERM BREAK 1-20 AUGUST 2004 ... Time to breathe .. catch up and refresh!!] Week Eight: 22-28 August (WELCOME BACK!) 1. Conference participation .. note "CALL FOR PAPERS -- BIG DEAL PROPOSAL SYMPOSIUM" scheduled for Week Thirteen! See details in Conference Topics for Week Eight. 2. Qualitative Methods (Continued) Handout: "Unobtrusive Measures"; Handout: Study Questions for Chapters Six and Seven 3. Development of Specific Measures 4. Historical Research Methods Assignment: Leedy - Chapter Eight, Pp.161-178. Homework: Study Questions for Chapter Eight. Week Nine: 29 Aug - 4 Sept 1. Conference participation 2. Quantitative Research -- Concepts and Vocabulary 3. Descriptive Statistics Assignment: Leedy - Chapter Nine, Pp. 179-216. Handout: Descriptive Measures 4. Measurement Concepts Assignment: Weiss - Chapter Six, Pp. 114-151; Homework: Study Questions for Chapter Nine Week Ten: 5 - 11 Sept 1. Conference Participation 2. Inferential Statistics 3. Controlled Experiments 4. Representative Sampling 5. Randomization 6. Purpose of Control Groups: Controlling for "alternative hypotheses" and "confounding variables" 6. Assignment: Chapter Ten - Leedy, Pp. 217-244, Weiss - Chapter Eight, Pp. 180 - 214. Week Eleven: 12 - 18 Sept 1. Conference participation 2. Research Designs 3. Causation vs. Correlation Assignment: Weiss - Nine and Ten, Pp. 215-252 4. Ethical Issues in Field Work Assignment: (Continued) Leedy - Chapter Ten, Pp. 217-244. Homework: Study Questions for Chapter Ten. Week Twelve: 19 - 25 September 1. Conference Participation 2. Analysis and Interpretation of Data 3. Reporting and Dissemination of Descriptive Data 4. Inferential Statistics .. Logic and Analysis of Statistical Tests 5. Hypothesis Testing Assignment: Leedy - Chapter Eleven, Pp. 245-281. Role of Randomization in Meeting Assumptions of Tests of Significance Handout: Examples of data analysis using several statistical approaches 6. Organization of the Research Report Assignment: Leedy - Chapter Twelve, Pp. 282-302. Week Thirteen: 26 Sept - 2 October 1. Conference participation 2. Interpretation of Results Assignment: Weiss - Chapter Twelve, Pp. 271-293. 3. Directional Hypotheses and the Role of the Null Hypothesis in Test Procedure 4. (Continued from last week) Organization of the Research Report Assignment: Leedy - Chapter Twelve, Pp. 282-302. 5. Presentations of Proposals in PROPOSAL SYMPOSIUM Conference

Week Fourteen: 3 - 9 October 1. Continuing Discussion and critique of Student Presentations in PROPOSAL SYMPOSIUM 2. FINAL EXAM

Academic Policies:

Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice. The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi." Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following: Academic Integrity Course Load Exception to Policy Grade Appeal Process Make-up Examinations Nondiscrimination Students with Disabilities Hard copies of the catalog are available at your local Education Center.

Faculty Bio:

Dr. Hamilton provides organization development and management consulting services to civilian, military and academic organizations. He has conducted training research and development in the aerospace industry as well as basic learning research in education. He has delivered OD training for organizations in the United States, Europe and the Middle East. His nine year university teaching experience includes the University of California at Los Angeles, the University of Maryland University College, Boston University and the Army Management Staff College. At the graduate level he taught organizational psychology, research methods for the behavioral sciences and program evaluation methods as well as core courses in Business Management including leadership, organizational communication, and organizational change processes. His research at UCLA centered on the cognitive development in children and he has applied this work to the design of computer-assisted-learning strategies as well as to the development of educational toys. His work history includes design and development projects with organizations such as Thiokol Chemical, Ampex Computer, McDonnell-Douglas Space Systems Center, Los Angeles County Superintendent of Schools, Kettering Foundation, Mattel Toys, Quark Express, Army Management Staff College, International Training Consultants (Teheran, Iran), the U.S. Army Europe, and the American Postal Corporation. Now living in Germany, Dr. Hamilton provides management consulting services in change management, personal productivity, and instructional system design. His recent consulting activities have focused on creative decision processes and the role of managers in conducting these processes while building and maintaining working environments supportive of innovation. He completed both undergraduate work in Psychology and graduate work in Education at UCLA.

Last updated by Brett Hamilton: June 6, 2005, 1:51 am
Find this syllabus linked from the schedule at: http://www.ed.umuc.edu/schedule