0 – 1 absences Rarely tardy or late from break Contributes more days than not Contributions reflect routine, careful preparation for Attentive and respectful toward others when not contributing directly No concerns regarding personal characteristics ethical integrity and adheres to ACA Code of Ethics No concerns regarding academic integrity 2 absences (see Frequent, minor tardiness Rarely contributes to Contributions reflect occasional preparation for class Sometimes distracted or disrespectful nonverbally when not contributing directly (e.g., texting, surfing, sidebars) Occasional or minor personal characteristic concerns If ethical violation present, concern is minor and student takes action to remedy uninformed violations of academic integrity 3+ absences Persistent, minor tardiness Recurrent, major tardiness Contributions are rare or not productive Contributions reflect lack of preparation for class Behaviors detract from safe, scholarly learning environment Serious concerns regarding personal characteristics Major ethical violation OR inability to understand ethical concerns Major, intentional violations of Academic Integrity Policy Indicators show potential for continued success in graduate school and beyond. grade adjustment of ½ - 1 letters, conference with instructor, and/or competency concern report filed with Counseling Program. grade adjustment of 1-2 letters, conference with instructor, and/or competency concern filed with Counseling Program. Serious violations may require repeating course (e.g., 3+ absences), assignment of F in course (e.g., ethical or integrity concerns), or other remediation per competency concern report. Format Guidelines Unless otherwise indicated, assignments should be written in accordance with APA style (6th ed.). Regardless of paper formatting, ALL sources used for ALL assignments must be cited in APA format. Disability statement Students with disabilities needing accommodations to fully participate in this class should contact the Educational Access Center (EAC). All accommodations must be approved through the EAC prior to being implemented. To learn more about the accommodation process, visit the EAC’s website at . Academic integrity statement Academic misconduct or dishonesty such as cheating and plagiarism is unacceptable and appropriate penalties will be imposed. This includes referencing material that has not been read by you, such as secondary references.
COURSE SCEHDULE Week Topic Readings Assignment Due 1/9 Introduction to the course Explore curiosities Review syllabus Practitioner-Scholar model Balkin & Kleist (2016) Ch. 1 p. 3-6 Kaffenberger (2012) (School Students Only) 1/16 NO CLASS 1/23 Research ethics Small group discussions related to CITI Training and CUI # 1 assignment Ethics case study ACA Ethical Code, Section G Balkin & Kleist (2016) Ch. 3 Elmore (2010) Lambert (2011) (Addiction Students Only) Williams (2007) (School Students Only) CUC #1 CITI Training 1/30 CUC # 2 discussion Overview of counseling research Introduction to research paradigms and methodologies Research process Steps in the research process Research questions and literature review Balkin & Kleist (2016) Ch. 1, 2, & 4 Duffy & Chenail (2008) Krauss (2005) Hays (2010) CUC #2 2/6 Quantitative designs Questions related to quantitative methodologies Types of designs Advantages/ disadvantages (including validity concerns) Data collection and analysis Balkin & Kleist Ch. 4 (pp. 62-69) Ch. 5 (pp. 81-86) Ch. 7 and Ch. 8 2/13 Quantitative data analysis Quantitative Design Quiz Research papers: writing methods, results, and discussion sections Basic statistical analysis Data Bootcamp Ch. 5 (pp. 86-102) Ch. 6 Ch. 9 2/20 NO CLASS