Research_and_Program_Evaluation_COUC_515_Fall_B_2023 (1)

 Contact Information See detailed faculty information in Canvas.  Course Description Students learn the importance of scientific inquiry in the specialty fields of counseling and therapy. Emphasis is on research methods (designs, statistical analysis, needs assessment, and program evaluation) and locating, interpreting, and evaluating research and program evaluation articles that inform evidence-based practice. Ethical and cultural relevance as well as ethically appropriate integration is also addressed. Requisites Prerequisite Statistic Prereq Met with a score of 3  Rationale Empirical methods are increasingly being used to justify or criticize the usage of particular counseling approaches in therapy. Government, private foundations, and corporations are asking for program evaluations to determine the merits of each program’s continued funding. Spiritual interventions are being explored for their utility in therapy. In short, the scientific method, counseling, and Christian intervention strategies are intersecting. Counselors with thorough knowledge of research strategies will shape both what psychotherapy looks like and how effective those interventions are in the counseling setting. Method of Instruction: This 8 week course is delivered in a digital asynchronous format, with  Canvas® as the primary instructional delivery method. Students complete one module per week over the duration of the course.   Course Learning Outcomes Online · School of Behavioral Sciences · Counselor Education & Family Studies Research and Program Evaluation COUC-515 Fall B 2023 Section B67 08/21/2023 to 10/13/2023 Modified 08/11/2023

Upon successful completion of this course, the student will be able to: A. Explain the role of scientific research in advancing the counseling profession. B. Differentiate various research methods (e.g., descriptive, predictive, and explanatory) and research designs (e.g., experimental, quasi-experimental, single-case designs, action research, and outcome- based research). In addition, he or she will describe each of the research methods and designs. C. Apply various statistical principles that are often used in counseling-related research and program evaluations. D. Describe various models of program evaluation and action research. E. Critique research articles and examine the evidence-based practice. F. Articulate ethical and legal principles of clinical research. G. Assess the utility and limitations of the scientific method in the study of the Christian integration in counseling. Key Performance Indicator Matrix Assignments Key Performance Indicator Evidence: Course/Learning Experience KPI 8  (2.F.8).  Students will articulate the importance of using research to inform counseling practice; to evaluate and apply research using best practices; and to identify social and cultural implications for interpreting and reporting results (Measures PLO #1, 5, 6). Benchmark Quantitative or Qualitative Research Reporting Assignment Benchmark Research Proposal Assignment   Common Core Courses Matrix of Student Competencies CACREP Standard Course/Experience – Learning Experiences F.7. Assessment and Testing F.7.g. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations Benchmark Choose a Path Researching Reporting Assignment Building a Research Design Assignment Quiz: Process, Methods, and Inferential Statistics.

F.8.e. evaluation of counseling interventions and programs Benchmark Research Proposal Assignment Topic Selection: Find a Gap Topic Selection: Final Topic Selection Discussion: Narrated PowerPoint - Present Your Research Benchmark Quantitative or Qualitative Research Reporting Assignment Building a Research Design Assignment F.8. f.  qualitative, quantitative, and mixed research methods Benchmark Research Proposal Assignment Topic Selection: Find a Gap Topic Selection: Final Topic Selection Building a Research Design Assignment Discussion: Narrated PowerPoint - Present Your Research Benchmark Quantitative or Qualitative Research Reporting Assignment Quiz: Process, Methods, and Inferential Statistics Quiz: Methods, Program Evaluation, and Designs F. 8. g. designs used in research and program evaluation Benchmark Research Proposal Assignment Benchmark Quantitative or Qualitative Research Reporting Assignment Discussion: Narrated PowerPoint - Present Your Research Building a Research Design Assignment Quiz: Methods, Program Evaluation, and Designs F. 8. h. statistical methods used in conducting research and program evaluation Benchmark Research Proposal Assignment Benchmark Quantitative or Qualitative Research Reporting Assignment Discussion: Narrated PowerPoint - Present Your Research Building a Research Design Assignment

F. 8. i. analysis and use of data in counseling Benchmark Research Proposal Assignment Building a Research Design Assignment Quiz: Methods, Program Evaluation, and Designs Benchmark Quantitative or Qualitative Research Reporting Assignment Topic Selection: Find a Gap Topic Selection: Final Topic Selection Discussion: Narrated PowerPoint - Present Your Research F.8. j. ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation Benchmark Research Proposal Assignment Topic Selection: Find a Gap Topic Selection: Final Topic Selection Discussion: Narrated PowerPoint - Present Your Research Benchmark Quantitative or Qualitative Research Reporting Assignment Quiz: Methods, Program Evaluation, and Designs Evidence of Student Competencies: School Counseling CACREP Standard Course Experience/ Evidence SC Practice

SC 3.o Use of data to advocate for programs and students   Benchmark Research Proposal Assignment Topic Selection: Find a Gap Topic Selection: Final Topic Selection Discussion: Narrated PowerPoint - Present Your Research Benchmark Quantitative or Qualitative Research Reporting Assignment Quiz: Methods, Program Evaluation, and Designs  Course Resources Required Resource Purchases Heppner, P. P., Wampold, B. E., Owen, J., Thompson, M. N., & Wang, K. T. (2016). Research Design in Counseling (4th ed.). Cengage Learning. ISBN: 9780357670767.  LiveText by Watermark. Students, please note: This resource is ONLY for M.Ed. in School Counseling students (not for MA in Clinical Mental Health Counseling). Live Text is a one-time purchase. If you have previously purchased this membership for another course or sub-term, there is no need to purchase this again. Tevera. Students please note: This resource is ONLY for online M.A. in Clinical Mental Health Counseling students (not for M.Ed. School Counseling). Tevera is a one-time purchase. If you have previously purchased this membership for another course or sub-term, there is no need to purchase this again. You will activate the code when you get Canvas Access approximately four days before the start of the sub- term you are registered. Disclaimer: The above resources provide information consistent with that required by state licensing boards in the class subject area. Liberty University does not necessarily endorse specific religious, philosophical, or political positions found in these resources. Recommended Resource American Psychological Association.  Publication manual of the American Psychological Association  (Current ed.). Washington, DC: Author. Additional Materials for Learning A. Computer with basic audio/video output equipment B. Internet access (broadband recommended)

C. Canvas recommended browsers (https://community.canvaslms.com/t5/Canvas-Basics- Guide/What-are-the-browser-and-computer-requirements-for-Canvas/ta-p/66) D. Microsoft Word E. Web calculator or hand calculator F. The Holy Bible  Course Assignments Textbook readings and lecture presentations (CLO: A, B, C, D, E, F, G) Course Requirements Checklist After reading the Course Syllabus and Student Expectations (https://www.liberty.edu/institutional- effectiveness/student-expectations/) , the student will complete the related checklist found in the Course Overview. Discussion Thread: Narrated PowerPoint - Present Your Research Discussions are collaborative learning experiences. Therefore, the student will complete either a narrated PowerPoint or a video discussion to present their Research Proposal Paper Assignment. For the video discussion, students will create and upload a 5 - 10 minute video. A part of conducting research is to present the student's findings at professional conferences/workshops and the student will practice presenting his or her proposals. Each presentation must demonstrate course-related knowledge and assertions, and must be supported by at least two outside scholarly sources. The student will reply in a 2–3 minute video to his or her peers discussing the implications to the counseling field and highlight Christian integration with the topic. Replies must be supported by at least one scholarly source. (CLO: A, B, C, E, F, G) Topic Selection Assignments (2) Topic Selection: Find a Gap -- The student will select 3 topics related to the counseling profession. The topics and summaries of 3 peer-reviewed articles published within the last 5 years (one article per topic) will be submitted to the instructor for approval and feedback. The instructor will give the student feedback on his/her topic selections regarding which may be the most “researchable and ethical topic” based on assignment requirements, and may recommend the student focus on one for subsequent assignments. The proposal will not be completed as an experimental study, but rather as a proposal of a study that could be conducted in the future. (CLO: A, E, F) Topic Selection: Final Topic Selection -- After receiving feedback from the Topic Selection: Find a Gap Assignment, the student will then resubmit the Topic Selection: Final Topic Selection Assignment, choosing one topic selection based upon the professor's feedback, highlighting measurable variables (quantitative) or research strategy (qualitative) for the Research Proposal Paper Assignment. (CLO: A, B, C, E, F)

Quiz: Dispositions Reflection This Dispositions Reflection quiz will ask you to rate yourself on the nine dispositions required for this program by our accrediting bodies using the following scale: Exceeds expectations – I believe I do this exceptionally well. Clearly meets expectations – I believe I am able to do this in an appropriate way as expected for graduate students at my current position in the program. Adequately meets expectations – I believe I do this but could use improvement and growth in this dispositional area. Does not meet expectations – I believe I do not do this well and could use improvement. Each quiz will cover the Learn material for the assigned module. Each quiz will contain 9 multiple- choice questions, 1 essay question, and have a 60 minutes time limit. (CLO: F, G)  Course Grading Course Requirements Checklist 10 Topic Selection: Find a Gap Assignment 100 Topic Selection: Final Topic Selection Assignment 75 Benchmark Research Proposal Assignment 140 Building a Research Design Assignment 100 Benchmark Quantitative or Qualitative Research Reporting Assignment 100 Stimulus Questions: Chapter Two Research Training- Joys and Challenges Assignment 100 Discussion: Narrated PowerPoint - Present Your Research 75 Quizzes (3 at 100 pts ea) 300

Quiz: Dispositions Reflection 10 Total 1010    Course Policies LiveText Submission Policy (MESC students only) All Benchmark assignments—including those submitted in Canvas and/or via Turnitin—must be submitted to LiveText in order for the student to receive credit for them. Tevera Submission Policy (CMHC students only) All Benchmark assignments—including those submitted in Canvas and/or via Turnitin—must be submitted to Tevera in order for the student to receive credit for them. Professional Communication Please be professional in your email communication.  We live in a fast-paced world with text messaging which encourages short and abbreviated communication.  However, since you are in a counseling program, you are encouraged and expected to use full sentences and good grammar when communicating with other students and faculty. It is also an expectation that your electronic communication is pleasing to God. Being courteous and polite to peers and professors demonstrates dignity and respect, "And as you wish that others would do to you, do so to them" (Luke 6:31, ESV). Dual Relationship The faculty is responsible to interact with counseling students in a supervisory capacity/role. As such, faculty may provide students professional principles, guidance, and recommendations as it relates to the context of the student-client setting. The faculty is responsible to avoid dual relationships with students such as entering a student-counselor or student-pastor relationship. Thus, the faculty does not provide personal counseling addressing student personal problems. If a faculty member perceives that a student is in need of personal or professional counseling, then that faculty member will recommend that the student pursue either pastoral or professional assistance from a counselor in their community. Limits of Confidentiality In the event of a student’s disclosure, either verbally or in writing, of threat of serious or foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or current involvement in criminal activity, the faculty, staff, administrator, or supervisor will take immediate action. This action may include, but is not limited to, immediate notification of appropriate state law enforcement or social services personnel, emergency contacts, and notification of the appropriate program chair or online dean. The incident and action taken will become part of the student’s permanent record.

Course Attendance In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy (https://wiki.os.liberty.edu/display/IE/Online+Attendance+and+Non-Attendance) can be found in the Academic Course Catalogs (https://www.liberty.edu/academics/course-catalogs/) . Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” ( Failure for Non-Attendance (https://wiki.os.liberty.edu/display/IE/Unofficial+Withdrawals) ). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy . Grading Scale A  A- B+ B B- C+ C C- D+ D D- F 940- 1010 920- 939 900- 919 860- 899 840- 859 820- 839 780- 819 760- 779 740- 759 700- 739 680- 699 679 and below For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade. Add/Drop Policy The full policy statement and procedures are published in the Policy Directory (https://wiki.os.liberty.edu/display/IE/Dropping+and+Adding+Online+Classes) . Honor Code Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth. While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University. Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community. The Code of Honor can be viewed in its entirety at https://www.liberty.edu/students/honor-code/ (https://www.liberty.edu/students/honor-code/) .  Schedule When Topic Notes Course Overview Student Acknowledgements Course Requirements Checklist Advising Acknowledgement Quiz Technology Integration Set- Up Tevera Access Link - Clinical Mental Health Counseling students LiveText Link - School Counseling students Module 1: Week 1 Learn Read: 4 items Watch: 6 items Explore: 1 item Apply Topic Selection: Find a Gap Assignment Stimulus Questions: Chapter Two Research Training- Joys and Challenges Assignment Module 2: Week 2 Learn Read: 1 item Watch: 8 items Apply Topic Selection: Final Topic Selection Assignment Quiz: Research Process and Descriptive Methods