MCC 503 12 Week Master Syllabus 2.22docx (2) (2)

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MCC 503: Statistics and Quantitative Research Methods 3 Graduate Credit Hours, 12 Week Course Syllabus Fall 2022 8.29.22 – 11.19.22 Instructor : Irene Harper, Ph.D., LIMHP, NCC Office Phone: 402.557.7835 Office Location: ASB #4221 Office Hours: Mondays 10am-3pm and Tuesdays 10am-3pm virtual or by appointment Email address:iharper@bellevue.edu Best way to reach me: email Required Course Texts American Psychological Association (2020). Publication manual of the American Psychological Association: The official guide to the APA style (7 th ed.). American Psychological Association. Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6 th ed.). Pearson Education, Inc. Recommended Texts Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction (7 th ed.). Harper Collins Publishers. Prerequisites Admission to the MS CMHC/MAHS/MAHSA program. Catalog Description This course orients the student to statistical concepts and measurements, including scales of measurements, distributions, central tendency, validity, and reliability. Quantitative research method design is addressed. Students explore the role of research as it relates to evidenced-based practice as professional counselors. 1 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Purpose This is a required foundational course for the Master of Science in Clinical Mental Health Counseling and a required course in the Master of Arts in Human Services and Master of Science in Human Services Administration programs. LEARNING OBJECTIVES Upon completion of this course, students should be able to do the following: Knowledge Standards How/where covered and measured II.G.7.c Demonstrate an understanding of statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Exam Questions, Checkpoint Exercises II.G.7.d Demonstrate an understanding of reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information). Discussion Board Posts, Exam Questions II.G.7.e Demonstrate an understanding of validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity). Discussion Board Posts, Exam Questions II. G.8.a Articulate the importance of research in advancing the counseling profession. Discussion Board Posts II. G.8.b Demonstrate an understanding of research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research. Exam Questions, Checkpoint Exercises II. G.8.c Demonstrate an understanding of statistical methods used in conducting research and program evaluation. Exam Questions II. G.8.e Demonstrate an understanding of the use of research to inform evidence-based practice. Evidence-Based Practice Paper II. G.8.f Demonstrate an understanding of ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies. Discussion Board Posts CMHC I.1 Understands how to critically evaluate research relevant to the practice of clinical mental health counseling. Evidence-Based Practice Paper CMHC I.3 Know evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling. Evidence-Based Practice Paper Skill Standards CMHC J.1 Apply relevant research findings to inform the practice of clinical mental health counseling. Evidence-Based practice paper 2 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Residential Class Attendance Policy Attendance is mandatory. You are expected to attend every class meeting. If you are unable to attend you must contact me in advance for an alternative assignment. There may be points associated with class participation. If you do not notify me of your absence in advance, you will not be allowed to make up the points that you missed. Online Attendance Policy Attendance is mandatory. Online students are required to routinely log in to Blackboard and submit their assignments as scheduled by the syllabus. The student will receive a letter of nonattendance if the student has not logged in to their course or submitted any assignments for more than seven consecutive days per course. Nonattendance could impact a student’s ability to receive financial aid. Online students encountering special situations which will prohibit them from accessing their course and meeting their course obligations should contact their instructor. Instructor Communication Policy I will make every effort to communicate with you within 48 hours (not including weekends or holidays). E-mail is the most efficient way to communicate with me. Additionally, please make sure to have your updated e-mail in the Bellevue University system, as that is how I will communicate with you. If you have multiple e-mails, you can go into the system to have e-mail automatically forwarded to other e-mails. I would suggest simply using your assigned Bellevue University e-mail. Regardless of what e-mail you choose, make sure to have it updated so you do not miss any correspondence related to the course. Student Expectations Students are expected to embody and display professional interactions and behaviors in all aspects of this course. These behaviors and interactions reflect those commonly expected from professional counselors and human services professionals. This includes, but is not limited to, respectful dialogue and interactions with faculty, students, and staff. Students not maintaining professional behavior will be advised, and this advisement will be part of the documentation of the student’s progress and performance in the program. Additionally, if warranted, further action may be taken to address inappropriate or unacceptable behavior, which may include removal from the course and/or program. All assignments in the course should be completed using the most recent publication of the APA Publication Manual, especially in writing academic term papers. *Note – all assignments are to be submitted electronically in Word format. Assignments Assignments are designed to reflect the students’ retention and synthesis of knowledge and skills in research methods relevant to counseling practices. Rubric for evaluation of the discussion board posting is available under the Rubrics tab. Discussion Discussion enhances learning as you share your ideas, perspectives, and experiences 3 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

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with the class. In this discussion process, you are expected to develop and refine your writing skills, plus broaden your classmates’ understanding of the course content. You are also expected to promote a civil, substantive discussion. Discussion will take place in both Residential and Online formats of the course. In the Residential format, students are expected to fully engage in class discussions as outlined in the Rubric below. Instructor-guided, peer-to-peer discussion facilitates deeper learning and your development as a professional. In the Online Discussion, you will be required to complete two original posts per week, responding to assigned questions to deepen your learning. Students are expected to be thorough in their responses to these questions, using graduate-level writing, correct grammar, and APA format. Please refer to the rubric explaining how postings will be evaluated. Please note there may be multiple questions housed within one posting assignment, and all questions posed must be addressed. Discussion boards will have two discussion posts per week: the first will be due by 11:59 p.m. CST on the Wednesday of the week, and the second will be due by 11:59 p.m. CST on the Sunday of the week. Responses to other students’ posts (to both discussion boards) are due by 11:59 p.m. CST on the Sunday of the week. All discussion boards are worth 20 points (up to 10 points for the primary post and up to 10 points for peer responses). Master of Science in Clinical Mental Health Counseling Online Discussion Grading Rubric Discussion Grading Rubric #1 – Primary post Criteria Unacceptable Needs Improvement Competent Excellent Content (up to 6 points) No post or does not address the assignment (0 points) Addresses the Assignment but response lacks detail and appropriate vocabulary or is incomplete (4 points) Addresses the full assignment and uses appropriate detail and vocabulary (5 points) Addresses the full assignment and uses appropriate detail and vocabulary plus presents additional examples or resources (6 points) References (up to 2 points) Does not cite appropriate references (0 points) Includes reference citation but incomplete (if required) (1 point) Includes complete reference information but APA format error (if required) (1.5 points) Includes complete reference information in proper APA format (if required) (2 points) Spelling, Grammar & word choice (up to 2 points) Many spellings and grammatical errors or lacks clarity in vocabulary (0 points) Uses inappropriate vocabulary from the text or several spelling or grammar errors (1 point) Uses appropriate vocabulary from the text, few spelling or grammar errors. (1.5 points) Uses appropriate vocabulary from the text, no grammar or spelling errors (2 points) 4 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Master of Science in Clinical Mental Health Counseling Online Discussion Grading Rubric Discussion Grading Rubric #2 – Peer Replies Criteria Unacceptable Needs Improvement Competent Excellent Peer replies (up to 5 points each) No peer reply posted (0 points) Mostly restates, compliments, or agrees with peers’ posts. Excessive grammar and spelling errors (3 points) Provides some additional insight to peers’ posts but largely restates own primary post. Minimal grammar and spelling errors (4 points) Provides additional insight, example, resource, disagrees, or respectfully corrects an error in peer’s post. No grammar or spelling errors. (5 points) Note. All discussions in this course are worth 20 points. You can earn up to 10 points for your primary post (grading rubric #1) and up to 10 points for your peer responses (grading rubric #2). All deadlines are clearly noted in each Discussion Board assignment. No posts outside the current week will be considered when computing your grade because the class discussion has ended. Master of Science in Clinical Mental Health Counseling Residential Discussion Grading Rubric Criteria Unacceptable Needs Improvement Competent Excellent Content Does not address the assignment Addresses the assignment but response lacks detail and appropriate vocabulary or is incomplete Addresses the full assignment and uses appropriate detail and vocabulary Addresses the full assignment and uses appropriate detail and vocabulary plus presents additional examples or resources. Engagement in the Discussion Does not participate in the discussion Responds to at least one peer in the discussion but comments are tangential or general to the topic Responds to at least one peer and comments are directly related to the topic and assignment at hand. Responds to multiple peers and comments are related to the topic and assignment at hand and expand the discussion in some way. Note. Discussions missed in class can only be made up if you notify the instructor in advance for an alternative assignment. 5 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Weekly checkpoint assignments Each week students will be assigned at least one check-point assignment. These assignments will vary in format and may consist of problems, term matching/review, and/or application problems. These assignments have been designed to give you feedback on your comprehension of course materials as well as to prepare you for the exams. These are graded assignments; point values are noted on the weekly assignment sheets. Exams There will be two exams in this course. All exams will be open book, will have a three- hour time limit, and will consist of 50 questions. The questions may be multiple choice, short answer, fill in the blank, or problem type questions. Questions may have multiple parts. The first exam will occur in Week 6 and cover the materials from Weeks 1 to 5. The second exam will occur in Week 12 and cover the materials from Week 6 to Week 12. Each exam will be worth 250 points. Evidence-Based Practice Paper ASSESSMENT PROBE: MEETS CMCH I.1, I.3, and J.1. The major paper in this course is intended to give you a chance to locate, summarize, and evaluate evidence related to management and treatment of a diagnosable disorder of your choice. You will need to submit the diagnosable disorder/topic for this paper for your instructor’s approval in Week 3. The paper will be due in Week 11. You will need to base your paper on at least 10 academic, peer-reviewed sources published within the last five years unless they are seminal works (those that remain unchanged and relevant today). The paper will need to be written in APA style and will have a length requirement of seven pages of content (not including title page, abstract, references, and any appendices). The paper will begin with an introduction of the diagnosable disorder you have selected as your focus, etiological factors according to current DSM-5 diagnostic criteria. The paper’s focus must be the evidence-based treatment literature. The goal is to evaluate treatment strategies and identify best practices for treatment based on academic, peer-reviewed evidence. You must identity, according to the literature, which treatments are most effective and compare them with ineffective approaches, also according to the literature. You will conclude with an identification of areas for future research related to treatment of the diagnosable condition you selected. You are expected to examine research methodologies, issues studies’ validity, measurement instruments’ reliability and validity, and how appropriate were the statistical tests used in the studies you gathered. This paper will be worth 300 points, according to its grading rubric below. PLEASE NOTE: Because this is an assessment probe, you must score 80% or better (at least 240 points out of 300) on the paper in order to pass the course. If you do not score at least 80%, you will be given one opportunity to revise your paper. If you still do not score 80% on the paper, you will fail the course and will need to retake it . You cannot pass the course unless you earn a minimum of 80% on the probe. 6 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

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Evidence-Based Practice Paper Rubric COMPETENCY CATEGORIES Beginning FAIL 0 points 60 % or less Developing FAIR 1-18 points > 70 % Competent PASS 19-24 points > 80 % Accomplished EXCEL 25 points > 90 % Introduction  Did not explain clearly the importance of the topic of interest  Did not provide the diagnostic criteria for the topic of interest  Did not provide literature-based context for investigating topic of interest  Explained clearly the importance of the topic of interest  Did not provide the diagnostic criteria for the topic of interest  Provided literature-based context for investigating topic of interest  Explained clearly the importance of the topic of interest  Provided the diagnostic criteria for the topic of interest  Presented etiology or contributing variables for topic of interest  Provided literature-based context for investigating topic of interest  Explained clearly the importance of the topic of interest  Provided the diagnostic criteria for the topic of interest  Presented etiology or contributing variables for topic of interest  Provided literature-based context for investigating topic of interest Empirically supported treatment strategies  Did not identify any treatment strategies identified in the research literature.  Identified two treatment strategies in research studies for the focal topic.  Identified and used articles to support the effectiveness of these.  Identified three treatment strategies in research studies for the focal topic.  Identified and used articles to support the effectiveness of these strategies.  Identified three or more treatment strategies in research studies for the focal topic.  Identified and used articles to support the effectiveness of these strategies. Reliability and validity of past research  Did not critically evaluate the reliability and validity of research for each treatment strategy  Did not critically evaluate the reliability and validity of research for each treatment strategy.  Critically evaluated the reliability and validity of research for each treatment strategy.  Critically evaluated the reliability and validity of research for each treatment strategy.  Explained any threats to internal validity.  Explained any threats to external validity. Evaluation of research designs of studies for treatment strategies  Described research designs, hypotheses, sampling methods, sample sizes, variables, treatments/interventions, measurements, statistical tests, differences, statistical significance, critical significance.  Did not critically evaluate all these research components for each of the identified treatments.  Described research designs, hypotheses, sampling methods, sample sizes, variables, treatments/interventions, measurements, statistical tests, differences, statistical significance, critical significance.  Did not critically evaluate all these research components for each of the identified treatments.  Described research designs, hypotheses, sampling methods, sample sizes, variables, treatments/interventions, measurements, statistical tests, differences, statistical significance, critical significance.  Critically evaluated all these research components for each of the identified treatments.  Explained patterns found in the literature.  Described research designs, hypotheses, sampling methods, sample sizes, variables, treatments/interventions, measurements, statistical tests, differences, statistical significance, critical significance.  Critically evaluated all these research components for each of the identified treatments.  Explained patterns found in the literature. 7 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Evaluation of statistical methods in studies for treatment strategies  Did not describe statistical tests used in each study.  Did not judge the adequacy of statistical methods used in each study.  Did not report shortcomings in the methods used in each study.  Described statistical tests used in each study.  Did not judge the adequacy of statistical methods used in each study.  Did not report shortcomings in the methods used in each study.  Described statistical tests used in each study.  Judged the adequacy of statistical methods used in each study.  Reported shortcomings in the methods used in each study.  Described statistical tests used in each study.  Judged the adequacy of statistical methods used in each study.  Reported shortcomings in the methods used in each study. Effective treatment strategies  Did not explain the effectiveness treatments/interventions for the identified topic.  Explained the effectiveness of two treatments/interventions for the identified topic.  Concluded best practices based on empirical evidence– including supporting citations (e.g., correlation coefficients instead of adjectives).  Explained the effectiveness of three treatments/interventions for the identified topic.  Concluded best practices based on empirical evidence – including supporting citations (e.g., correlation coefficients instead of adjectives).  Explained the effectiveness of three or more treatments/interventions for the identified topic.  Concluded best practices based on empirical evidence – including supporting citations (e.g., correlation coefficients instead of adjectives). Ineffective treatment strategies  Did not report ineffective approaches but did not cite any related research.  Reported ineffective approaches but did not cite any related research.  Conducted library searches to identify ineffective treatments for the topic of interest, as compared to each effective treatment.  Conducted library searches to identify ineffective treatments for the topic of interest, as compared to each effective treatment. Recommendations for future research  Did not identify any possible recommendation for future research.  Identified one possible recommendation for future research.  Did not tie this recommendation to shortcomings in past research.  Did not tie this recommendation to emerging trends in the field.  Did not provide citations to support this recommendation for future research.  Identified one possible recommendation for future research.  Tied this recommendation to shortcomings in past research.  Tied this recommendation to emerging trends in the field.  Provided citations to support this recommendation for future research.  Identified two possible recommendations for future research.  Tied these recommendations to shortcomings in past research.  Tied these recommendations to emerging trends in the field.  Provided citations to support these recommendations for future research. Citations  Did not cite sources for claims made in the paper.  Failed to provide citations where needed.  Wrote entire paragraphs for one single citation at the end.  Used inaccurate in-text citations according to APA publication manual.  Did not construct an accurate reference list that included all in-text citations.  Did not properly use block quotations where needed.  Constantly quoted sources.  Used accurate in-text citations according to APA publication manual.  Constructed an accurate reference list that included all in-text citations.  Properly used block quotations where needed.  Avoided constantly quoting sources. Paraphrasing  Used frequent quotes from sources.  Used frequent quotes from sources.  Rarely used direct quotes from sources.  Demonstrated ownership of materials by explaining in own words what each source means. 8 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Quality of sources  Failed to use quantitative studies for this paper.  All sources included quantitative research designs.  Two or more articles (sources) for this paper did not come from peer - reviewed scholarly publications.  All sources came within recent 5 years, except for seminal or reference publications.  Used original sources, not secondary sources.  All sources included quantitative research designs.  All but one article (source) for this paper came from peer-reviewed scholarly publications.  All sources came within recent 5 years, except for seminal or reference publications.  Used original sources, not secondary sources.  All sources included quantitative research designs.  All articles (sources) for this paper came from peer-reviewed scholarly publications.  All sources came within recent 5 years, except for seminal or reference publications.  Used original sources, not secondary sources. APA style  Unclear writing style and objectivity of statements, according to APA publication manual.  Incorrect syntax and use of tenses.  Noun and verb agreement throughout.  Awkward sentence construction.  Accurate paper structure: title page, running head, pagination, abstract, main body, references, tables, and figures.  Did not use heading levels and topical sentences to structure content.  Unclear writing style and objectivity of statements, according to APA publication manual.  Incorrect syntax and use of tenses.  Noun and verb agreement throughout.  Awkward sentence construction.  Accurate paper structure: title page, running head, pagination, abstract, main body, references, tables, and figures.  Did not use heading levels and topical sentences to structure content.  Clear writing style and objectivity of statements, according to APA publication manual.  Correct syntax and use of tenses.  Noun and verb agreement throughout.  Awkward sentence construction.  Accurate paper structure: title page, running head, pagination, abstract, main body, references, tables, and figures.  Used heading levels and topical sentences to structure content.  Clear writing style and objectivity of statements, according to APA publication manual.  Correct syntax and use of tenses.  Noun and verb agreement throughout.  Avoided awkward sentence construction.  Accurate paper structure: title page, running head, pagination, abstract, main body, references, tables, and figures.  Used heading levels and topical sentences to structure content. TOTAL POINTS PER CATEGORY 0 points 1-18 points 19-24 points 25 points Final course grades will be computed as a total percentage of points earned, as follows: A 93-100% C+ 76-79% D- 60-62% A- 90-92% C 73-75% F 59% and below B+ 86-89% C- 70-72% B 83-85% D+ 66-69% B- 80-82% D 63-65% REMINDER: If you do not earn a minimum of 80% on the assessment probe (Evidence- based Practice Paper),you will be given one opportunity to revise the probe. If you still fail to meet the 80% required grade, you will fail the course and need to retake it. Please note per Bellevue University policy, students must earn a letter grade of C or above to pass a graduate course without being required to retake the class. Earning a letter grade of C- or below necessitates retaking the course, which is at the student’s expense. Additionally, regardless of grades in individual courses, students are required to maintain an overall cumulative GPA of 3.0. If a student falls below this threshold, they will be placed on academic probation and may subsequently be dismissed from the program. 9 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

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Assignment Grading and Feedback Normally feedback on assignments will be provided within one week of the due date for all assignments submitted on time. This means, for instance, that grading for week one will typically be complete by the end of week 2. If you have any questions about feedback, please reach out to your instructor. Late Work Policy Because of the nature of an online learning environment, no late discussion board posts or exams will be accepted. Other late assignments will receive a penalty deduction of 10%. Assignments more than two weeks late will not be accepted. At the instructor’s discretion, exceptions can be made to this policy; however, exceptions would typically constitute documented illnesses or emergencies. Having heavy workloads, both with school and work commitments, family functions, and vacations are examples of unapproved exceptions. Students who foresee issues with their schedules and plans should be proactive and plan to accommodate for these issues by completing assignments prior to the due date or working with the instructor for alternative arrangements. MS CMHC Academic Honesty Policy The Master of Science in Clinical Mental Health Counseling Program of Bellevue University Academic Honesty Policy is in addition to the overall University Policy. Any time students commit academic dishonesty, they show little concern for their own personal sense of integrity, and they infringe on the rights of all other members of the academic community. The following definitions and examples are forms of academic integrity violations: Cheating . No student shall use or attempt to use materials, notes, or information from another student for normal coursework that is intended to be done on an individual basis, either in class or out of class. Examples include, but are not limited to: (1) copying from another person’s research, paper, test, or quiz, (2) using testing aids during a test where no permission has been given by the instructor, (3) copying another’s work, (4) collaborating on any written work, without specific permission by the instructor, or (5) allowing another person to do your work, (6) taking an exam for another student or (7) allowing another person to take an exam for you. Multiple Submissions . No students shall submit a paper (in part or in whole) or any other assignment (in part or in whole) which was submitted for academic credit for any other course. Plagiarism . No student shall present the work of another person as their own without the specific citation of the original author. Examples include, but are not limited to: (1) the use of another’s complete sentences or key words without quotation marks and accurate citations, (2) graphs and charts, or (3) ideas and information provided by another. Computer programs, files, and web pages must also be utilized only with the inclusion of a citation referencing or indicating the original source of the file and/or program. 10 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Consequences of Academic Dishonesty. The first violation of the academic policy will result in a score of zero for the assignment, paper, exam, etc. The incident (including supporting documentation) will be reported to the Program Director who will keep the record of the incident on file until the student graduates from the program. The program director will forward the information about the violation to the office of Student Affairs. If a second violation of the academic honesty policy occurs, the student will receive a failing grade in the course in which the violation occurred. The incident (with supporting documentation) will again be reported to the Program Director who will keep the record of the incident on file until the student graduates from the program. This incident will be reported to the office of Student Affairs. If a third incident occurs, the student will be removed from MS CMHC program with no opportunity to return to the program. The student may appeal decisions regarding Academic Dishonesty as per the university policy. Need to Change Assignments and Requirement s While not typical, the instructor reserves the right to make any necessary changes to the course as needed, which may include but is not limited to, readings, point values, assignments, grading criteria, due dates, exams, and corrections to unforeseen errors in any aspect of the course. The instructor will provide students with notifications of any changes, and will provide students an opportunity to adjust to these changes in a timely and reasonable manner determined by the instructor. 11 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

Course Topics and Assigned Materials Week Topics Assigned Materials Assignments Due 1 Scientist-Practitioner Model, and Ethics in Research Chapter 1, 2 – Creswell and Guetterman textbook ACA Code of Ethics Module Videos Checkpoint 1.3: Concept Review 2 Variables, Quantitative Research, and APA style Chapters 4 and 5 – Creswell and Guetterman textbook APA Publication Manual (7 th ed.) Chapters 2, 4, 8, 9 American Psychiatric Association, Mental Health Disorders Website Assignment 2.3: Topic (diagnosable disorder) for paper 3 Quantitative Research Designs, and CACREP Standards Chapters 1,10, 11 – Creswell and Guetterman textbook CACREP Standards, 2009 CACREP Standards, 2016 Checkpoint 3.3: Concept Review Checkpoint 3.4: Article Analysis 4 Quantitative Designs, Internal and External Validity Chapters 5, 10, 11 – Creswell and Guetterman textbook Types of Quantitative Designs Module: http://content.bellevue.edu/cas/mcc/503/id/quantitative -methods-lectora/ APA publication manual (7 th ed.) Chapters 9 and 10 Checkpoint 4.3: Concept Review Checkpoint 4.4: Research Design Review 5 Single Subject Research Designs Chapter 10 – Creswell and Guetterman textbook APA publication manual (7 th ed.) Chapters 9 and 10 Checkpoint 5.3: Concept Review 6 Sampling: Selection, Assignment, Size, and Bias Chapter 5 – Creswell and Guetterman textbook Exam 1 7 Experimental Design, and Instruments’ Properties Chapters 5, 10 – Creswell and Guetterman textbook 8 Central Tendency, Variability, Relative Standing, Descriptive Statistics Chapter 6 – Creswell and Guetterman textbook Video links Checkpoint 8.2: Descriptive Statistics Calculations NOT GRADED Checkpoint 8.2: Descriptive Statistics Calculations GRADED Checkpoint 8.3: Concept Review Checkpoint 8.4: Data Types Review Checkpoint 8.5: Concept Review Checkpoint 8.6: Calculating and Interpreting Standard Scores NOT GRADED Checkpoint 8.6: Calculating and Interpreting Standard 12 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

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Scores NOT GRADED 9 Inferential Statistics, Parametric Tests, and Non-Parametric Tests Chapter 6 – Creswell and Guetterman textbook Winters, R., Winters, A., & Amedee, R.G. (2010). Statistics: A brief overview. The Ochsner Journal, 10 , 213-216. PMC3096219 Checkpoint 9.3: Concept Review 10 Hypothesis Testing Chapters 4, 6 – Creswell and Guetterman textbook APA publication manual (7 th ed.) Chapters 9, 10 Videos 10.3 Checkpoint: Hypothesis Testing Steps Checkpoint 10.4 Concept Review 11 Evidence Based Research: Action Research, Correlational Studies, and Survey Designs Chapters 11, 12, 17 – Creswell and Guetterman textbook APA publication manual (7 th ed.) Chapters 9, 10 Checkpoint 11.2: Evidence-Based Practice Paper due 12 Mixed Research Methods Chapter 16 – Creswell and Guetterman textbook Exam 2 Note. Exams and Checkpoints meet 2009 CACREP Standards, Sections II.G.7.c, II. G.8.b, II. G.8.c, II.G.7.d. Evidence-Based Paper meets 2009 CACREP Standards, Sections II. G.8.e, CMHC I.1, CMHC I.3, CMHC J.1. Discussion Board Posts meet 2009 CACREP Standards, Sections II.G.7.d, II.G.7.e, II. G.8.f. 13 Master of Science in Clinical Mental Health Counseling Program | MCC 503 Statistics and Quantitative Research Methods

MCC 503 12 Week Master Syllabus 2.22docx (2) (2)

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