This document provides information about housekeeping items for a social work research methods class. It outlines due dates for assignments, an upcoming guest speaker on social work research, and dates for a literature review and midterm exam. It also summarizes a guest lecture on the importance of research for social workers to understand populations, evaluate interventions, and inform policies using evidence and data. The lecture discusses quantitative and qualitative research methods used in social work, including surveys, program evaluations, and needs assessments.
This document provides information about an upcoming social work research methods class. It includes the following:
- Details about assignments and guest speakers for week 8, including a literature review draft being graded and a guest speaker on social work research.
- An overview of quantitative and qualitative research methods and their differences.
- The importance of research design for social workers to operate from an evidence-based knowledge base and justify their work.
- Examples of research methods used in social work like surveys, program evaluations, and needs assessments.
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
The Role of an Information Literacy Award as part of an Undergraduate Researc...sshujah
Digging Deeper: The Role of an Information Literacy Award as part of an Undergraduate Research Fair to Profile and E-valuate Students' Information Literacy Skills at York University
Presented at WILU 2014 at Western University, London, Ontario by Sophie Bury, Dana Craig, and Sarah Shujah
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...Andrea Payant
USU launched a program in 2016 to connect researchers seeking federal funding with librarians to assist them with data management. This program assisted over 100 researchers, but was it successful? Our presentation will discuss how we evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. Our cross-institutional research team will share our findings as well as the challenges and successes of using OAFGs to assess library services.
Kids as Creators Middle School Learning Program for the Public LibraryKate Gukeisen
The Kids as Creators Workshop Series is a learning activity series focused on the 21st Century learning skills of critical thinking and creativity and is composed of six two-hour workshops for middle school children. The workshops will
be presented in three themed sets—Comic Creators, Game Creators, and Duct Tape Creators. The project is designed to address the need, identified through direct communication with Carthage area parents and teachers, for “beyond-book” learning programs for middle school children in the public library. The guiding goal of this workshop series is to provide middle school children with a structured, informally presented, learning environment in which to practice critical thinking and creativity skills. The program will enable participants to gain confidence in their research
abilities, be better prepared for junior high and high school, and improve their academic performance. The program will also attract a wider audience from this age group to the Carthage Free Library, and result in raising awareness of the resources available through the library for use in pursuing personal goals as well as academic.
Learning active citizenship in an ever changing worldaporil 2012 bwithpseudon...edublog11
This document discusses a service learning activity incorporated into a social studies methods course for elementary education majors. The goals were to motivate civic engagement and teach service learning strategies. Students picked issues they cared about, researched policies, conducted associated service projects with community partners, and reflected on their experiences. Examples of student-chosen issues included women's rights, environmental topics, and food issues. Students reported feeling they made a difference through taking action. Future improvements may include earlier service projects and classroom-based options.
Enhancing Librarians’ Research Skills: A Professional Development ProgramIRDL
Institute of Research Design for Librarianship (IRDL), is a three-year project funded by the Institute of Museum and Library Services in the United States, which seeks to provide professional development opportunities and a support system for academic librarians who want to improve their research skills and increase their research output. We have recently completed the first nine-day Institute for 25 librarians from all over the country, and we would like to share our experience with the international community, hoping to generate more interest and encourage more discussion on practitioner research in LIS.
*** Presented at the Library 2.014 Conference on October 8, 2014. The recording of the session is available at https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.2D7040A7156F9544A91E1BDFA52A25. ***
This document summarizes a seminar on widening participation and inclusive curriculum in architectural education. It discusses:
1) The importance of embracing diversity and including students from a variety of backgrounds in terms of gender, ethnicity, abilities and more. Statistics are provided showing the current lack of diversity.
2) Groups discussed challenges to increasing diversity and supporting diverse students through things like course content and studio environments.
3) An introduction to action research and how educators can investigate their own practices, make changes, and share results to improve education for all students.
4) Educators will develop innovations to address an issue and evaluate the impact as an action research project. The seminar focused on strategies for a more
This document provides information about an upcoming social work research methods class. It includes the following:
- Details about assignments and guest speakers for week 8, including a literature review draft being graded and a guest speaker on social work research.
- An overview of quantitative and qualitative research methods and their differences.
- The importance of research design for social workers to operate from an evidence-based knowledge base and justify their work.
- Examples of research methods used in social work like surveys, program evaluations, and needs assessments.
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
The Role of an Information Literacy Award as part of an Undergraduate Researc...sshujah
Digging Deeper: The Role of an Information Literacy Award as part of an Undergraduate Research Fair to Profile and E-valuate Students' Information Literacy Skills at York University
Presented at WILU 2014 at Western University, London, Ontario by Sophie Bury, Dana Craig, and Sarah Shujah
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...Andrea Payant
USU launched a program in 2016 to connect researchers seeking federal funding with librarians to assist them with data management. This program assisted over 100 researchers, but was it successful? Our presentation will discuss how we evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. Our cross-institutional research team will share our findings as well as the challenges and successes of using OAFGs to assess library services.
Kids as Creators Middle School Learning Program for the Public LibraryKate Gukeisen
The Kids as Creators Workshop Series is a learning activity series focused on the 21st Century learning skills of critical thinking and creativity and is composed of six two-hour workshops for middle school children. The workshops will
be presented in three themed sets—Comic Creators, Game Creators, and Duct Tape Creators. The project is designed to address the need, identified through direct communication with Carthage area parents and teachers, for “beyond-book” learning programs for middle school children in the public library. The guiding goal of this workshop series is to provide middle school children with a structured, informally presented, learning environment in which to practice critical thinking and creativity skills. The program will enable participants to gain confidence in their research
abilities, be better prepared for junior high and high school, and improve their academic performance. The program will also attract a wider audience from this age group to the Carthage Free Library, and result in raising awareness of the resources available through the library for use in pursuing personal goals as well as academic.
Learning active citizenship in an ever changing worldaporil 2012 bwithpseudon...edublog11
This document discusses a service learning activity incorporated into a social studies methods course for elementary education majors. The goals were to motivate civic engagement and teach service learning strategies. Students picked issues they cared about, researched policies, conducted associated service projects with community partners, and reflected on their experiences. Examples of student-chosen issues included women's rights, environmental topics, and food issues. Students reported feeling they made a difference through taking action. Future improvements may include earlier service projects and classroom-based options.
Enhancing Librarians’ Research Skills: A Professional Development ProgramIRDL
Institute of Research Design for Librarianship (IRDL), is a three-year project funded by the Institute of Museum and Library Services in the United States, which seeks to provide professional development opportunities and a support system for academic librarians who want to improve their research skills and increase their research output. We have recently completed the first nine-day Institute for 25 librarians from all over the country, and we would like to share our experience with the international community, hoping to generate more interest and encourage more discussion on practitioner research in LIS.
*** Presented at the Library 2.014 Conference on October 8, 2014. The recording of the session is available at https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.2D7040A7156F9544A91E1BDFA52A25. ***
This document summarizes a seminar on widening participation and inclusive curriculum in architectural education. It discusses:
1) The importance of embracing diversity and including students from a variety of backgrounds in terms of gender, ethnicity, abilities and more. Statistics are provided showing the current lack of diversity.
2) Groups discussed challenges to increasing diversity and supporting diverse students through things like course content and studio environments.
3) An introduction to action research and how educators can investigate their own practices, make changes, and share results to improve education for all students.
4) Educators will develop innovations to address an issue and evaluate the impact as an action research project. The seminar focused on strategies for a more
This document provides an overview of an architectural education seminar that discusses widening participation and inclusive curriculum. It includes:
- An introduction to the topics of discussion, embracing diversity, and context around gender and ethnicity in architecture.
- Instructions for small group discussions on why diversity is important and how to better support it through recruitment, course content, and studio environments.
- An introduction to action research methods for developing and implementing teaching innovations to address issues over the coming weeks, collecting evidence of their impact, and disseminating results.
Assessment @ the UNCG University LibrariesKathryn Crowe
The document summarizes assessment activities at the University of North Carolina at Greensboro (UNCG) University Libraries. It describes the libraries' assessment plan and culture of ongoing assessment to ensure user needs are met, decisions are evidence-based, and compliance with university requirements. Several assessment projects are highlighted, including LibQual surveys, mystery shoppers, space assessments, and student learning outcomes assessments. Results are shared with staff and administration and used to improve services and facilities.
Cut to the Chase Research: Why and How to Pursue Evidence-Based Practice for ...Keith Lance
This document discusses evidence-based practice for school librarians. It provides an evidence-based practice model that includes existing formal research literature, local evidence collected by librarians, and results or outcomes of librarian practices. It also outlines some challenges to pursuing evidence-based practice, such as building commitment and training librarians. Finally, it recommends key actions for school librarians, including gaining access to student test score data, getting involved in school improvement efforts, and building research into their practices.
The document discusses the importance of strategic planning for public libraries, providing examples of goals, objectives, and activities libraries can implement in their planning. It emphasizes conducting community needs assessments and selecting specific service responses to address in the library's mission, goals, and objectives. The planning process outlined examines how libraries can measure their progress and ensure services meet community needs.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Engaging the Community in Consultation - Centre for Community Engaged Learningsciencecharter
Jill Porter, Community Development Advisor with the Centre for Community Engaged Learning at UBC shares her experiences working with community partners, staff, faculty and students to identify, scope and implement projects and community engagement activities that enhance student learning and respond to emerging needs in local communities.
Designing Effective and Measurable Student Learning OutcomesBonner Foundation
This document discusses designing effective and measurable student learning outcomes. It begins with an overview of the goals for the workshop, which are to help participants determine what needs to be assessed, why, and how outcomes translate to assessments. It then covers various topics around developing outcomes such as getting input from participants on their confidence levels, why outcomes and assessment are important, the importance of asking good questions, rigor in research, and using reflective practice. Key terms are defined and the document emphasizes starting with outcomes in mind and providing a process for developing outcomes that was used at IUPUI.
Grant writing basics creating a fundable proposalOlga Morozan
This document provides guidance on writing effective grant proposals. It begins by outlining the training goals, which are to help communities identify problems and solutions and understand the grant writing process. It then discusses identifying a good project idea by considering an organization's mission and priorities. The next sections cover assessing an organization's capabilities, sharing the project idea, and generating community support. The document emphasizes including key components in the proposal like needs assessment, goals and objectives, timeline, budget and evaluation plan. It stresses writing clearly and compellingly to engage the reader and convince them the proposed project deserves funding. Overall, the document aims to equip readers with the skills needed to develop strong grant proposals that will help their organizations receive financial support.
The Informationist: Pushing the BoundariesElaine Martin
Library Director Elaine Martin of UMass Medical School's Lamar Soutter Library described the core competencies, roles, and new professional identity directions informationists are taking in the medical research field. She highlights opportunities for informationists, an emerging role in medical libraries today.
Information literacy refers to the set of skills needed to find, evaluate, and use information effectively. The UAH library provides information literacy instruction to help students become independent lifelong learners. Sessions are designed collaboratively with faculty and tailored to different learning styles. Students participate in hands-on research activities and leave each session with progress on their own projects. The library website provides access to hundreds of databases and journals, as well as interlibrary loan, to support student and faculty research needs.
Ashley Brazil summarizes her year as an AmeriCorps VISTA serving at the Illinois Campus Compact and the Adler School of Professional Psychology. She worked to improve community engagement programs, build partnerships between the school and community organizations, and support service learning opportunities for students. Her goals included developing new programs with veterans organizations and local nonprofits. She recommends adding staff, bolstering support for community partners, and creating virtual forums for student discussions to continue strengthening community partnerships and engagement in the future.
This document summarizes the Community Health Assessment (CHA) project curriculum implemented by the University of Minnesota Rural Physicians Associate Program (RPAP). The CHA project, required since 2004, aims to improve the health of a specific population through community engagement. Students complete CHA proposals, implementation, and evaluations during their 9-month rural clinical placements. While most students find the projects valuable, some challenges exist around project continuity, expectations, and impact. The discussion explores experiences engaging students in authentic community partnerships and themes around CHA curriculum.
Creating Career Success: A Flexible Plan for the World of WorkCengage Learning
This document describes a career development textbook that takes a flexible and self-directed approach to helping students create career success. The textbook uses integrated assessments, real-world examples, and strategic planning tools to guide students through self-assessment, career exploration, and professional marketing. It addresses the needs of today's global and changing job market. Additional resources include an online instructor site, PowerPoint slides, career portfolio tools, and options for a customized version of the textbook.
This document outlines a curriculum design project for a nursing course on needs assessment and curriculum design. It includes the group members, objectives, and outline of topics to be covered such as the introduction to needs assessment, importance of needs assessment, steps in conducting needs assessment, curriculum design components and attributes, and models of curriculum design. The objectives are explained and key aspects of needs assessment and curriculum design are defined such as target audience, types of needs assessment, determinants of needs assessment, and stages of curriculum design.
Social science research methods for librariesCILIPScotland
This document provides an overview of social science research methods that are useful for libraries. It discusses why librarians should conduct research to support decisions within the field. Both quantitative and qualitative research methods are examined, including examples of different types of research questions, data collection methods, and challenges. Key aspects of the research process are also reviewed, such as developing a problem statement, conducting a literature review, choosing appropriate methodologies, and considering issues around data analysis.
Social Media in a Academic Library: One piece of the puzzleUBC Library
This document summarizes Jessica Woolman's presentation on using social media in an academic library. It discusses UBC Library's current social media presence and strategy, including the number and types of accounts. It also covers important considerations for social media policies, setting goals and measuring engagement. Lastly, it provides tips for managing multiple accounts and examples of how to increase user engagement through targeted content and campaigns.
This document provides an overview of Therese Kennelly Okraku's research prospectus on scientific collaboration and barriers at a university. The research will use mixed methods including surveys, interviews, social network analysis, and participant observation to identify barriers to collaboration, evaluate how tenure influences collaboration, develop metrics for impact beyond academia, and identify emerging research fields. The research is being conducted at the University of Florida and aims to provide recommendations to reduce barriers and better recognize team science in order to encourage collaboration.
The document summarizes the University of Manchester's approach to addressing the quantitative skills gap in social sciences. It discusses how the university embeds quantitative learning in courses and provides real-world internships for students. Three case studies are presented of sociology students who interned in different organizations and gained confidence in their quantitative abilities. Employers praised the students' skills. The approach challenges the narrative of a skills deficit and shows how students can learn quantitative analysis starting from a low base.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
This document provides guidance on developing the methodology section of a research proposal. It discusses including descriptions of the research type (qualitative, quantitative, mixed), population and sampling method, and data collection and analysis tools and procedures. For the research type, the population should be defined along with the sampling strategy and sample size. Common data collection methods include surveys, interviews, and experiments. It is important to explain why the chosen methods are appropriate for answering the research question. The methodology allows readers to evaluate the reliability and validity of the study.
This document discusses key components of a research methodology section, including data collection methods, analysis approaches, population and sampling. It explains that the methodology section outlines the research design and allows readers to evaluate the study. It provides examples of elements to include, such as describing the research type as qualitative or quantitative, defining the population and sampling approach, and detailing the specific methods and tools used for data collection and analysis. The methodology provides transparency and validity to the research process.
This document provides an overview of an architectural education seminar that discusses widening participation and inclusive curriculum. It includes:
- An introduction to the topics of discussion, embracing diversity, and context around gender and ethnicity in architecture.
- Instructions for small group discussions on why diversity is important and how to better support it through recruitment, course content, and studio environments.
- An introduction to action research methods for developing and implementing teaching innovations to address issues over the coming weeks, collecting evidence of their impact, and disseminating results.
Assessment @ the UNCG University LibrariesKathryn Crowe
The document summarizes assessment activities at the University of North Carolina at Greensboro (UNCG) University Libraries. It describes the libraries' assessment plan and culture of ongoing assessment to ensure user needs are met, decisions are evidence-based, and compliance with university requirements. Several assessment projects are highlighted, including LibQual surveys, mystery shoppers, space assessments, and student learning outcomes assessments. Results are shared with staff and administration and used to improve services and facilities.
Cut to the Chase Research: Why and How to Pursue Evidence-Based Practice for ...Keith Lance
This document discusses evidence-based practice for school librarians. It provides an evidence-based practice model that includes existing formal research literature, local evidence collected by librarians, and results or outcomes of librarian practices. It also outlines some challenges to pursuing evidence-based practice, such as building commitment and training librarians. Finally, it recommends key actions for school librarians, including gaining access to student test score data, getting involved in school improvement efforts, and building research into their practices.
The document discusses the importance of strategic planning for public libraries, providing examples of goals, objectives, and activities libraries can implement in their planning. It emphasizes conducting community needs assessments and selecting specific service responses to address in the library's mission, goals, and objectives. The planning process outlined examines how libraries can measure their progress and ensure services meet community needs.
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
Engaging the Community in Consultation - Centre for Community Engaged Learningsciencecharter
Jill Porter, Community Development Advisor with the Centre for Community Engaged Learning at UBC shares her experiences working with community partners, staff, faculty and students to identify, scope and implement projects and community engagement activities that enhance student learning and respond to emerging needs in local communities.
Designing Effective and Measurable Student Learning OutcomesBonner Foundation
This document discusses designing effective and measurable student learning outcomes. It begins with an overview of the goals for the workshop, which are to help participants determine what needs to be assessed, why, and how outcomes translate to assessments. It then covers various topics around developing outcomes such as getting input from participants on their confidence levels, why outcomes and assessment are important, the importance of asking good questions, rigor in research, and using reflective practice. Key terms are defined and the document emphasizes starting with outcomes in mind and providing a process for developing outcomes that was used at IUPUI.
Grant writing basics creating a fundable proposalOlga Morozan
This document provides guidance on writing effective grant proposals. It begins by outlining the training goals, which are to help communities identify problems and solutions and understand the grant writing process. It then discusses identifying a good project idea by considering an organization's mission and priorities. The next sections cover assessing an organization's capabilities, sharing the project idea, and generating community support. The document emphasizes including key components in the proposal like needs assessment, goals and objectives, timeline, budget and evaluation plan. It stresses writing clearly and compellingly to engage the reader and convince them the proposed project deserves funding. Overall, the document aims to equip readers with the skills needed to develop strong grant proposals that will help their organizations receive financial support.
The Informationist: Pushing the BoundariesElaine Martin
Library Director Elaine Martin of UMass Medical School's Lamar Soutter Library described the core competencies, roles, and new professional identity directions informationists are taking in the medical research field. She highlights opportunities for informationists, an emerging role in medical libraries today.
Information literacy refers to the set of skills needed to find, evaluate, and use information effectively. The UAH library provides information literacy instruction to help students become independent lifelong learners. Sessions are designed collaboratively with faculty and tailored to different learning styles. Students participate in hands-on research activities and leave each session with progress on their own projects. The library website provides access to hundreds of databases and journals, as well as interlibrary loan, to support student and faculty research needs.
Ashley Brazil summarizes her year as an AmeriCorps VISTA serving at the Illinois Campus Compact and the Adler School of Professional Psychology. She worked to improve community engagement programs, build partnerships between the school and community organizations, and support service learning opportunities for students. Her goals included developing new programs with veterans organizations and local nonprofits. She recommends adding staff, bolstering support for community partners, and creating virtual forums for student discussions to continue strengthening community partnerships and engagement in the future.
This document summarizes the Community Health Assessment (CHA) project curriculum implemented by the University of Minnesota Rural Physicians Associate Program (RPAP). The CHA project, required since 2004, aims to improve the health of a specific population through community engagement. Students complete CHA proposals, implementation, and evaluations during their 9-month rural clinical placements. While most students find the projects valuable, some challenges exist around project continuity, expectations, and impact. The discussion explores experiences engaging students in authentic community partnerships and themes around CHA curriculum.
Creating Career Success: A Flexible Plan for the World of WorkCengage Learning
This document describes a career development textbook that takes a flexible and self-directed approach to helping students create career success. The textbook uses integrated assessments, real-world examples, and strategic planning tools to guide students through self-assessment, career exploration, and professional marketing. It addresses the needs of today's global and changing job market. Additional resources include an online instructor site, PowerPoint slides, career portfolio tools, and options for a customized version of the textbook.
This document outlines a curriculum design project for a nursing course on needs assessment and curriculum design. It includes the group members, objectives, and outline of topics to be covered such as the introduction to needs assessment, importance of needs assessment, steps in conducting needs assessment, curriculum design components and attributes, and models of curriculum design. The objectives are explained and key aspects of needs assessment and curriculum design are defined such as target audience, types of needs assessment, determinants of needs assessment, and stages of curriculum design.
Social science research methods for librariesCILIPScotland
This document provides an overview of social science research methods that are useful for libraries. It discusses why librarians should conduct research to support decisions within the field. Both quantitative and qualitative research methods are examined, including examples of different types of research questions, data collection methods, and challenges. Key aspects of the research process are also reviewed, such as developing a problem statement, conducting a literature review, choosing appropriate methodologies, and considering issues around data analysis.
Social Media in a Academic Library: One piece of the puzzleUBC Library
This document summarizes Jessica Woolman's presentation on using social media in an academic library. It discusses UBC Library's current social media presence and strategy, including the number and types of accounts. It also covers important considerations for social media policies, setting goals and measuring engagement. Lastly, it provides tips for managing multiple accounts and examples of how to increase user engagement through targeted content and campaigns.
This document provides an overview of Therese Kennelly Okraku's research prospectus on scientific collaboration and barriers at a university. The research will use mixed methods including surveys, interviews, social network analysis, and participant observation to identify barriers to collaboration, evaluate how tenure influences collaboration, develop metrics for impact beyond academia, and identify emerging research fields. The research is being conducted at the University of Florida and aims to provide recommendations to reduce barriers and better recognize team science in order to encourage collaboration.
The document summarizes the University of Manchester's approach to addressing the quantitative skills gap in social sciences. It discusses how the university embeds quantitative learning in courses and provides real-world internships for students. Three case studies are presented of sociology students who interned in different organizations and gained confidence in their quantitative abilities. Employers praised the students' skills. The approach challenges the narrative of a skills deficit and shows how students can learn quantitative analysis starting from a low base.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
This document provides guidance on developing the methodology section of a research proposal. It discusses including descriptions of the research type (qualitative, quantitative, mixed), population and sampling method, and data collection and analysis tools and procedures. For the research type, the population should be defined along with the sampling strategy and sample size. Common data collection methods include surveys, interviews, and experiments. It is important to explain why the chosen methods are appropriate for answering the research question. The methodology allows readers to evaluate the reliability and validity of the study.
This document discusses key components of a research methodology section, including data collection methods, analysis approaches, population and sampling. It explains that the methodology section outlines the research design and allows readers to evaluate the study. It provides examples of elements to include, such as describing the research type as qualitative or quantitative, defining the population and sampling approach, and detailing the specific methods and tools used for data collection and analysis. The methodology provides transparency and validity to the research process.
This document discusses field observation as a method of data collection in criminal justice research. It involves directly observing phenomena in their natural settings to obtain qualitative and/or quantitative data. Key points covered include defining field observation, its use for understanding settings, behavior and events, different roles for observers, purposive sampling techniques used, methods for recording observations, linking observations to other data sources, examples of shoplifting and seatbelt use studies, and strengths and weaknesses of the method.
This document discusses qualitative interviewing techniques for gathering data in criminal justice studies. It covers different types of interviews like structured, semi-structured, and unstructured interviews. Focus groups are also discussed. The document provides guidance on designing interview questions, gaining access to participants, conducting interviews, recording data, analyzing qualitative data through coding and identifying themes, and ensuring rigor and quality.
This document discusses survey research methods. It defines survey research as administering questionnaires systematically to a sample population to describe or explore larger populations. It describes different question formats, administration methods like mail/phone/internet surveys, and considerations for designing valid and unbiased surveys. The strengths of surveys are their utility for describing large groups, while weaknesses include superficial coverage of complex topics.
Here are some key points I would make about the strengths and weaknesses of snowball sampling:
Strengths:
- Can be useful for hard-to-reach populations where a sampling frame does not exist. Referrals can help reach hidden groups.
- Low cost since it relies on referrals rather than developing a sampling frame.
Weaknesses:
- Results cannot be generalized to the larger population since it is a non-probability sample.
- Prone to bias if the initial referrals are not representative of the target population. The sample can become quite homogeneous.
- Over-representation of close social connections since people tend to know and refer others like themselves.
- Difficult to determine the sampling error
This document discusses survey research methods. It defines survey research as administering questionnaires systematically to a sample population to describe or explore larger populations. It describes different question formats, administration methods like mail, phone and in-person interviews, and considerations for designing valid and unbiased surveys. The document outlines best practices for survey research and compares strengths and weaknesses of different administration approaches.
This document discusses experimental and quasi-experimental designs used in research. It begins by listing learning objectives related to recognizing when experiments are suitable, describing key aspects of classical experiments, and understanding quasi-experiments. The classical experiment is then explained in more detail, focusing on independent and dependent variables, pretesting and posttesting, experimental and control groups, and threats to internal validity. The document also discusses variations of experimental designs, quasi-experimental designs when randomization is not possible, and threats to validity and generalizability.
This document discusses different approaches to measuring crime. It outlines various measures including crimes known to police through records like the Uniform Crime Reports, and crimes measured through victimization surveys like the National Crime Victimization Survey. These measures have different units of analysis, purposes for data collection, and strengths and limitations in assessing the true prevalence of crime. The document emphasizes that no single measure can capture all crime due to imperfections, and different measures are needed to satisfy different criteria.
The document discusses key concepts in measurement for social research:
- Concepts are abstract mental representations that must be operationalized through concrete empirical procedures to enable measurement.
- Variables can be measured at different levels from nominal to ratio.
- Reliability and validity are important criteria for measurement quality, and composite measures can improve reliability and validity by combining multiple individual measures into a single index.
This document discusses key concepts in operationalizing and measuring variables in social science research. It covers how concepts are abstract mental representations that must be defined and measured concretely through operationalization. Operationalization involves developing observable indicators and dimensions of concepts. Measurement then assigns numerical or categorical values to those indicators. The document emphasizes creating exhaustive and mutually exclusive measurement categories and discusses different levels of measurement. It also outlines criteria for ensuring quality in measurement, including reliability, validity, and using composite measures and indexes.
This document discusses concepts, operationalization, and measurement. It covers defining concepts, linking concepts to observations through indicators and dimensions, and clarifying concepts to enable measurement. Concepts are mental representations that group similar observations but do not exist in reality. Measurement involves linking concepts to direct and indirect observables or theoretical constructs through operational definitions that specify how to measure indicators of a concept. Clarifying abstract concepts is key to accurate measurement in research.
This document provides information about an upcoming social work research methods course. It includes details about assignments, guest speakers, and exam dates. The guest speaker, Professor Stamp, will discuss social work research and answer questions. She covers topics like how social workers assess interventions and policies using data collection and research methods like quantitative and qualitative research. The importance of research design for social workers is emphasized, as they must use evidence to improve lives. Common social work research methods mentioned include surveys, program evaluations, and needs assessments.
This document discusses key elements of research design, including causation, units of analysis, and the time dimension. It explains that causation in social science is probabilistic and there are two models of explanation - ideographic and nomothetic. The main units of analysis are individuals, groups, organizations, and social artifacts. Researchers must avoid ecological and individualistic fallacies by properly matching units of analysis. Research can examine a single point in time via cross-sectional studies or observe changes over time through longitudinal, trend, cohort, and panel studies. Retrospective studies can sometimes approximate longitudinal designs.
This document discusses ethics in criminal justice research. It describes special ethical issues like discovering misconduct or influencing crime. It discusses how informed consent and institutional review boards (IRBs) address these issues. IRBs were established by the National Research Act to review research proposals and ensure the safety, confidentiality and welfare of subjects. They determine if research includes necessary safeguards.
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Week 8.pptx
1. WEEK 8 – HOUSEKEEPING
• Study Guide is in Canvas Due Date are Oct 10th and Oct 12th *
• Literature review Draft one was graded
• Formatting Reference Page
• APA Version 7
• A literature review is not an annotated bibliography
2. WEEK 8 – HOUSEKEEPING
• Guest Speaker Oct 10, 2023,
• Professor Stamp is the guest speaker. She will present her understanding of
Social Worker Research and answer your questions about Social Work.
• Midterm Review Oct 12, 2023
• Please bring laptops to class practice exam. We will continue with an in-class
review of Chapter 3 and Chapter 4, M&B
• Midterm examination Oct 19, 2023
• Chapters 1 - 4, M&B
4. SOCIAL WORKERS RESEARCH
• How do social workers know what interventions are needed to help an
individual?
• How do they assess whether a treatment plan is working?
• What do social workers use to write evidence-based policy?
5. SOCIAL WORKERS NEED TO KNOW
• the populations they serve
• the efficacy of their interventions
• and the likelihood that their policies will improve lives
7. QUANTITATIVE VS. QUALITATIVE
• Quantitative Research
• How many students currently receive reduced-price school lunches in the local
school district?
• How many hours per week does a specific individual consume digital media?
• How frequently did community members access a specific medical service last year?
8. QUANTITATIVE VS. QUALITATIVE
• Qualitative Research
• What attitudes do students have toward the reduced-price school lunch
program?
• What strategies do individuals use to moderate their weekly digital media
consumption?
• What factors made community members more or less likely to access a specific
medical service last year?
10. THE IMPORTANCE OF RESEARCH DESIGN
• Unlike philanthropists and altruistic volunteers, social workers are obligated to
operate from a scientific knowledge base.
• Social workers must conduct research to determine results, aggregate those
results into comprehensible data, analyze and interpret their findings, and use
evidence to justify next steps.
11. RESEARCH METHODS IN SOCIAL WORK
• Surveys
• Program Evaluations
• Needs Assessments
• Program Evaluations
•
12. RESEARCH METHODS IN SOCIAL WORK
• Surveys
• Program Evaluations
• Needs Assessments
•
13. MORE ABOUT SOCIAL WORK RESEARCH
METHODS
• Social workers have the opportunity
to improve the social environment by
advocating for
• children,
• older adults
• and people with disabilities
Editor's Notes
Social workers advocate for the well-being of individuals, families and communities. But how do social workers know what interventions are needed to help an individual? How do they assess whether a treatment plan is working? What do social workers use to write evidence-based policy?
Social work involves research-informed practice and practice-informed researchSocial Workers need to know objective facts about
Social work involves research-informed practice and practice-informed research.
At every level, social workers need to know objective facts about the populations they serve, the efficacy of their interventions and the likelihood that their policies will improve lives. A variety of social work research methods make that possible.
Data is a collection of facts used for reference and analysis. In a field as broad as social work, data comes in many forms.
As with any research, social work research involves both quantitative and qualitative studies.
As with any research, social work research involves both quantitative and qualitative studies.
Quantitative Research
Answers to questions like these can help social workers know about the populations they serve — or hope to serve in the future.
How many students currently receive reduced-price school lunches in the local school district?
How many hours per week does a specific individual consume digital media?
How frequently did community members access a specific medical service last year?
Qualitative Research
Qualitative data — facts that cannot be measured or expressed in terms of mere numbers or counts — offer rich insights into individuals, groups and societies. It can be collected via interviews and observations.
What attitudes do students have toward the reduced-price school lunch program?
What strategies do individuals use to moderate their weekly digital media consumption?
What factors made community members more or less likely to access a specific medical service last year?
Qualitative research can thereby provide a textured view of social contexts and systems that may not have been possible with quantitative methods. Plus, it may even suggest new lines of inquiry for social work research.
The Importance of Research Design
Data-driven practice plays an essential role in social work. Unlike philanthropists and altruistic volunteers, social workers are obligated to operate from a scientific knowledge base.
To know whether their programs are effective, social workers must conduct research to determine results, aggregate those results into comprehensible data, analyze and interpret their findings, and use evidence to justify next steps.
Employing the proper design ensures that any evidence obtained during research enables social workers to reliably answer their research questions.
The various social work research methods have specific benefits and limitations determined by context. Common research methods include surveys, program evaluations, needs assessments, randomized controlled trials, descriptive studies and single-system designs.
Surveys
Surveys involve a hypothesis and a series of questions in order to test that hypothesis. Social work researchers will send out a survey, receive responses, aggregate the results, analyze the data, and form conclusions based on trends.
Surveys are one of the most common research methods social workers use — and for good reason. They tend to be relatively simple and are usually affordable. However, surveys generally require large participant groups, and self-reports from survey respondents are not always reliable.
Program Evaluations
Social workers ally with all sorts of programs: after-school programs, government initiatives, nonprofit projects and private programs, for example.
Crucially, social workers must evaluate a program’s effectiveness in order to determine whether the program is meeting its goals and what improvements can be made to better serve the program’s target population.
Evidence-based programming helps everyone save money and time, and comparing programs with one another can help social workers make decisions about how to structure new initiatives. Evaluating programs becomes complicated, however, when programs have multiple goal metrics, some of which may be vague or difficult to assess (e.g., “we aim to promote the well-being of our community”).
Needs Assessments
Social workers use needs assessments to identify services and necessities that a population lacks access to.
Common social work populations that researchers may perform needs assessments on include:
People in a specific income group
Everyone in a specific geographic region
A specific ethnic group
People in a specific age group
In the field, a social worker may use a combination of methods (e.g., surveys and descriptive studies) to learn more about a specific population or program. Social workers look for gaps between the actual context and a population’s or individual’s “wants” or desires.
For example, a social worker could conduct a needs assessment with an individual with cancer trying to navigate the complex medical-industrial system. The social worker may ask the client questions about the number of hours they spend scheduling doctor’s appointments, commuting and managing their many medications. After learning more about the specific client needs, the social worker can identify opportunities for improvements in an updated care plan.
In policy and program development, social workers conduct needs assessments to determine where and how to effect change on a much larger scale. Integral to social work at all levels, needs assessments reveal crucial information about a population’s needs to researchers, policymakers and other stakeholders. Needs assessments may fall short, however, in revealing the root causes of those needs (e.g., structural racism).
The various social work research methods have specific benefits and limitations determined by context. Common research methods include surveys, program evaluations, needs assessments, randomized controlled trials, descriptive studies and single-system designs.
Surveys
Surveys involve a hypothesis and a series of questions in order to test that hypothesis. Social work researchers will send out a survey, receive responses, aggregate the results, analyze the data, and form conclusions based on trends.
Surveys are one of the most common research methods social workers use — and for good reason. They tend to be relatively simple and are usually affordable. However, surveys generally require large participant groups, and self-reports from survey respondents are not always reliable.
Program Evaluations
Social workers ally with all sorts of programs: after-school programs, government initiatives, nonprofit projects and private programs, for example.
Crucially, social workers must evaluate a program’s effectiveness in order to determine whether the program is meeting its goals and what improvements can be made to better serve the program’s target population.
Evidence-based programming helps everyone save money and time, and comparing programs with one another can help social workers make decisions about how to structure new initiatives. Evaluating programs becomes complicated, however, when programs have multiple goal metrics, some of which may be vague or difficult to assess (e.g., “we aim to promote the well-being of our community”).
Needs Assessments
Social workers use needs assessments to identify services and necessities that a population lacks access to.
Common social work populations that researchers may perform needs assessments on include:
People in a specific income group
Everyone in a specific geographic region
A specific ethnic group
People in a specific age group
In the field, a social worker may use a combination of methods (e.g., surveys and descriptive studies) to learn more about a specific population or program. Social workers look for gaps between the actual context and a population’s or individual’s “wants” or desires.
For example, a social worker could conduct a needs assessment with an individual with cancer trying to navigate the complex medical-industrial system. The social worker may ask the client questions about the number of hours they spend scheduling doctor’s appointments, commuting and managing their many medications. After learning more about the specific client needs, the social worker can identify opportunities for improvements in an updated care plan.
In policy and program development, social workers conduct needs assessments to determine where and how to effect change on a much larger scale. Integral to social work at all levels, needs assessments reveal crucial information about a population’s needs to researchers, policymakers and other stakeholders. Needs assessments may fall short, however, in revealing the root causes of those needs (e.g., structural racism).
Social workers have the opportunity to improve the social environment by advocating for the vulnerable — including children, older adults and people with disabilities — and facilitating and developing resources and programs.