Wake Forest University Department of Counseling

CNS721: Research and Statistical Analysis in Counseling
Summer-2 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Seth Hayden

Email: haydensc@wfu.edu

Lead Faculty: Dr. Jabari Adams

Email: adamsjab@wfu.edu

Course Description

This course will provide students with an overview of statistics and research in counseling. It will combine the reading of required texts, journal articles, and other selected publications. In addition, lectures, discussions, small group activities, and student presentations will help students learn and assimilate the key statistics and research principles necessary to successfully complete the Master's in Counseling program, and practice as a professional clinical mental health or school counselor.

Course Objectives

Course Content and CACREP Standards:

This content of the course is designed to meet the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards from Section 3, Foundational Counseling Curriculum (PDF) under subheading G entitled Assessment and Diagnostic Processes and the subheading H entitled Research and Program Evaluation. Students' examination of this subject matter will involve information on research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:

Subheading G: Assessment and Diagnostic Process

  1. Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. (CACREP 3.G.3)
  2. Reliability and validity in the use of assessments. (CACREP 3.G.4)

Subheading H: Research and Program Evaluation

  1. The importance of research in advancing the counseling profession, including the use of research to inform counseling practice. (CACREP 3.H.1)
  2. Identification and evaluation of the evidence base for counseling theories, interventions, and practices. (CACREP 3.H.2)
  3. Qualitative, quantitative, and mixed methods research designs. (CACREP 3.H.3)
  4. Practice-based and action research methods. (CACREP 3.H.4)
  5. Statistical tests used in conducting research and program evaluation. (CACREP 3.H.5)
  6. Analysis and use of data in research. (CACREP 3.H.6)
  7. Use of research methods and procedures to evaluate counseling interventions. (CACREP 3.H.7)
  8. Program evaluation designs and procedures, including needs assessments, formative assessments, and summative assessments to inform decision-making and advocacy. (CACREP 3.H.8)
  9. Culturally sustaining and developmentally relevant outcome measures for counseling services. (CACREP 3.H.9)
  10. Ethical and legal considerations relevant to conducting, interpreting, and reporting the results of research and program evaluation. (CACREP 3.H.10)
  11. Culturally sustaining and developmentally responsive strategies for conducting. (CACREP 3.H.11)

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Textbook

Erford, B. T. (2024). Research and Evaluation in Counseling (3rd ed.). Cognella.

Supplemental (Optional) Texts

Aron, A., Coups, E. J., & Aron, E. N. (2011). Statistics for the behavioral and social sciences: A brief course (5th ed.). Prentice Hall. (Select chapters are available through Course Reserves.)

Creswell, J. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson. ISBN-13:978- 0133831535 (Select chapters are available through course reserves.)

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is located in the Modules section:

Additional Materials

Webcam.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1: Research Problems (CACREP 3.H.1, 3.H.7, 3.H.11)

For this assignment, students will read the introductions to two articles available through Course Reserves. Students will briefly describe in their own words what they think the research problem is for each article. Use no more than 250 words total (1–2 sentences) per article.

Assignment 1.2: Research Project Ideas (CACREP 3.H.2)

For this assignment, students will identify three mental health disorders from the Diagnostic and Statistical Manual (DSM) that interest them. They can choose their topics from the Selected DSM-5 handout, or directly from the DSM-5.

Assignment 1.3: Finding a Journal Article (CACREP 3.H.1, 3.H.3, 3.H.6)

For this assignment, students will choose their favorite of three possible topics for their literature review then search for a journal article from the Z. Smith Reynolds Library that pertains to their topic. Students will complete the Finding a Journal Article worksheet.

Assignment 2.1: Designing Quantitative Research—Case Study (CACREP 3.H.1, 3.H.3, 3.H.4, 3.H.6, 3.H.7)

For this assignment, students will provide a response to a case student of Richard by briefly outlining strategies for collecting data (for example, interviews, observations, standardized or counselor-made tests) and scales (that is, nominal, ordinal, interval, ratio) that would be related to the variables of this study.

Assignment 2.2: Reference List (CACREP 3.H.2, 3.H.6)

For this assignment, students will conduct a literature search using various relevant databases. Resources will be selected from 2011 to present. This will involve reviewing the abstracts from at least 25 citations; however, only choosing 15–20 citations for the submitted reference list. The citations should include book chapters, review articles, and original research articles from peer-reviewed, professional journals from the fields of counseling, psychology, social work, psychiatry, or similar professional disciplines.

Assignment 3.1: Descriptive Statistics Exercises (CACREP 3.H.3, 3.H.5, 3.H.6, 3.H.7)

For this assignment, students will respond to questions regarding central tendency and variance.

Supplemental Assignment: Inferential Statistics Problems, Part 2 (CACREP 3.H.3, 3.H.5, 3.H.6, 3.H.7)

For this assignment, students will respond to questions related to inferential statistics.

Assignment 4.1: Benefits of Experimental Research (CACREP 3.H.1, 3.H.2, 3.H.3, 3.H.4, 3.H.5, 3.H.6, 3.H.7)

For this assignment, students will create a presentation in which they outline the benefits of experimental research within the context of a case scenario.

Assignment 5.1: Conducting Ethical Research (CACREP 3.H.3, 3.H.10)

For this assignment, students will respond to a case study in which they evaluate a scenario indicating the ethical dimensions of the case and providing appropriate ethical strategies for conducting research.

Assignment 5.2: Program Evaluation Case Study (CACREP 3.H.5, 3.H.8, 3.H.10, 3.H.11)

For this assignment, students will evaluate a scenario related to program evaluation. Students will identify salient characteristics of evaluating the program and provide effective strategies for evaluation.

Assignment 5.3: Literature Review (CACREP 3.H.1, 3.H.2, 3.H.3, 3.H.4, 3.H.6, 3.H.11)

For this assignment, students will utilize skills in the critical analysis of counseling-related information and synthesizing this information in a clear and concise manner by creating a literature review on a specific diagnosis in the Diagnostic and Statistical Manual of Mental Disorders.

Assignment 6.1: Qualitative Research Case Study, Part 1 (CACREP 3.H.1, 3.H.2, 3.H.3, 3.H.6)

For this assignment, students will critically examine the methods, results, discussion, and implications sections of an article available through Course Reserves.

Assignment 6.2: Qualitative Research Case Study, Part 2 (CACREP 3.H.1, 3.H.2, 3.H.3, 3.H.6)

For this assignment, students will consider the trustworthiness of the article analyzed in assignment 6.1.

Assignment 6.3: Chapter Presentations (CACREP 3.H.3, 3.H.6, 3.H.7)

For this assignment, students will choose to read and learn about one of the qualitative research designs discussed in Chapter 6 of the Erford text (that is, ethnographic, case study, phenomenological, grounded theory, or consensual qualitative research designs) and create a Voicethread presentation that will outline the primary points related to the selected design.

Assignment 6.4: Literature Review Visual Aid (CACREP 3.H.1, 3.H.2, 3.H.3, 3.H.4, 3.H.6, 3.H.11)

For this assignment students will make a visual aid (i.e., poster) depicting the findings of the literature review. The purpose of creating the poster is for students to synthesize the critical information from their literature review into a clear and concise presentation of their findings. This activity along with the research symposium are designed to replicate a poster presentation session at a professional conference, which may be an option for students to consider at some point in the future. More information on the activity and its implications will be provided at residency one.

Assignment 7.1: Single-Subject Research Study (CACREP 3.H.1, 3.H.2, 3.H.3, 3.H.7)

For this assignment, students will critically examine the construction of a single-subject research study around whether adolescent-age individuals diagnosed with depression experience a decrease in symptoms when provided person-centered therapy

Quizzes and Exams

Quiz 2.1
Quiz 3.1
Final Exam: Test 7.1

Student Learning Outcomes/Key Performance Indicators

There are two signature assignments for this course, the Literature Review and the Program Evaluation Case Study, that are to be submitted in Anthology Portfolio, an e-portfolio, data storage, and data management program. Both assignments will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcomes on which you will be evaluated for the Literature Review are 1.) 2.H.1., the importance of research in advancing the counseling profession, including the use of research to inform counseling practice, and 2.) 2.H.2., identification and evaluation of the evidence base for counseling theories, interventions, and practices. For the Program Evaluation Case Study, the following student learning will be 2.H.8., program evaluation designs and procedures, including needs assessments, formative assessments, and summative assessments to inform decision-making and advocacy.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation. These rubrics can be found in the appendices of this syllabus.

The student learning outcomes map can be found on page 9 of the program evaluation report (PDF).

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assessment Points Possible Percentage
Discussions 30 5%
Assignments 450 75%
Quizzes 44 7%
Final Exam 80 13%
Total 604 100%

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University's policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate - As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face, and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

This section details the activities for each day of the week.

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer to course materials, which are only the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Introduction to Research and Statistical Analysis in Counseling (June 24 – June 30)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: The Nature of Research and Inquiry

Course Objectives:

Students will explore hallmarks of scientific inquiry and differentiate between quantitative and qualitative research.

CACREP Standard(s): 3.H.1, 3.H.3

 Erford text:

Chapter 1, The Nature of Research and Inquiry

 Discussion 1.1: Introductory Discussion (Due Day 4) None None
Lesson 2: Characteristics of a Research Study

Course Objectives:

Students will outline the characteristics of a research study and examine research problems and their function within a research study.


CACREP Standard(s): 3.H.1, 3.H.7 		Erford text:

Chapter 4: The Research Process

 None Assignment 1.1: Research Problems (Due Day 7) None
Lesson 3: Reviewing the Literature

Course Objectives:

Students will examine the five steps to conducting a literature review.


CACREP Standard(s): 3.H.1, 3.H.2, 3.H.7, 3.H.10, 3.H.11 		Erford text:

Chapter 3, Locating, Reviewing, and Writing Research

 None Assignment 1.2: Research Project Ideas (Due Day 7)

Assignment 1.3: Finding a Journal Article (Due Day 7)		 None

Week 2: Hypotheses, Data Collection, and Data Analysis (July 1 – July 7)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Outcome Research in Counseling

Course Objectives:

Students will construct quantitative research questions and hypotheses and qualitative research questions.


CACREP Standard(s): 3.H.3, 3.H.11 		Erford text:
  • Chapter 21: Outcome Research in Counseling
  • Review pgs. 85–91 for information on quantitative and qualitative research questions.
 Discussion 2.1: Writing a Research Question and Hypotheses (Initial Post Due Day 4, Reply Posts Due Day 7) None None
Lesson 2: Quantitative Data and Descriptive Statistics

Course Objectives:

Students will differentiate scales of measurement, identify different forms of questions for collecting data, analyze methods of collecting data, and interpret measures of central tendency.


CACREP Standard(s): 3.G.3, 3.H.3, 3.H.11 		Erford text:

Chapter 6: Collecting Quantitative Data

Aron, A., Coups, E. J., & Aron, E. N. text, available through Course Reserves.

Chapter 2, pp. 30–35

 None Assignment 2.1: Designing Quantitative Research - Case Study (Due Day 7)

Assignment 2.2: Reference List (Due Day 7)		 Quiz 2.1: Descriptive Statistics 1 (Due Day 7)

Week 3: Descriptive Statistics (July 8 – July 14)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Descriptive Statistics: The Normal Curve and Dispersion

Course Objectives:

Students will calculate the following measurements of dispersions: range, variance, and standard deviation.


CACREP Standard(s): 3.G.3, 3.H.3, 3.H.6, 3.H.7, 3.H.11 		Erford text:

Chapter 7: Analyzing and Interpreting Quantitative Data

Aron, A., Coups, E. J., & Aron, E. N. text, available through Course Reserves.

Chapter 2, pp. 36–43

 None None None
Lesson 2: Descriptive Statistics: The Normal Curve and Standard Scores

Course Objectives:

Students will evaluate the characteristics of the normal curve, calculate standard deviation units, percentages, standard scores, and percentiles based on the normal curve, and calculate standard scores from raw data.


CACREP Standard(s): 3.G.3, 3.H.3, 3.H.6, 3.H.7, 3.H.11 		Aron, A., Coups, E. J., & Aron, E. N. text, available through Course Reserves.

Chapter 2, pp. 43–49

 None Assignment 3.1: Descriptive Statistics Exercises (Due Day 7) None
Lesson 3: Correlation and Reliability

Course Objectives:

Students will examine the function of Pearson r correlation, examine the function of coefficients of determination, and distinguish the differences between types of reliability.


CACREP Standard(s): 3.G.3, 3.G.4, 3.H.3, 3.H.6, 3.H.7, 3.H.11 		Erford text:

Chapter 11, Correlational Research Designs

 None None Quiz 3.1: Descriptive Statistics 2 (Due Day 7)
Supplemental Lesson A: Inferential Statistics

Course Objectives:

Students will examine the characteristics of inferential statistics including hypothesis testing.


CACREP Standard(s): 3.G.3, 3.H.2, 3.H.3, 3.H.5, 3.H.6, 3.H.7, 3.H.10, 3.H.11 		Erford text:
  • Pgs. 100–111 and pgs. 172–188.
 None None Supplemental Quiz 1: Inferential Statistics Problems, Part 1 (Due Day 7)
Supplemental Lesson B: Inferential Statistics—Testing for Statistical Significance

Course Objectives:

Students will examine the characteristics of inferential statistics including hypothesis testing and comparative analysis.


CACREP Standard(s): 3.G.3, 3.H.2, 3.H.3, 3.H.5, 3.H.6, 3.H.7, 3.H.10, 3.H.11 		Aron, Coups, & Aron text, available through Course Reserves.
  • Chapter 8, The T Test for Independent Means
  • Chapter 9, Introduction to the Analysis of Variance
  • Chapter 11, pp. 365–372
 None Supplemental Assignment: Inferential Statistics Problems, Part 2 (Due Day 7) None

Week 4: Quantitative Research Designs (July 15 – July 21)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Experimental Research Designs

Course Objectives:

Students will examine aspects of experimental research, contrast experimental research from other research designs, and analyze potential ethical considerations related to an experimental design.


CACREP Standard(s): 3.H.2, 3.H.3, 3.H.5, 3.H.6, 3.H.10 		Erford text:
  • Chapter 10: Experimental, Quasi-experimental, and Nonexperimental Designs
  • Chapter 2: Ethical and Legal Issues in Counseling
 None Assignment 4.1: Benefits of Experimental Research (Due Day 7) None
Lesson 2: Correlational Research

Course Objectives:

Students will examine aspects of correlational research, contrast correlational research from other research designs, and differentiate methods of correlational research.


CACREP Standard(s): 3.G.3, 3.H.3, 3.H.7 		Erford text:
  • Chapter 11: Correlational Research Designs
 Discussion 4.1: Literature Review Workshop (Initial Post Due Day 4, Reply Posts Due Day 7) None None

Week 5: Action Research and Program Evaluation (July 22 – July 28)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Action Research

Course Objectives:

Students will examine aspects of action research, and distinguish action research from other research designs.


CACREP Standard(s): 3.H.1, 3.H.2, 3.H.3, 3.H.4, 3.H.6, 3.H.7, 3.H.9, 3.H.11 		Erford text:
  • Chapter 17: Action Research

Mason, E. C. M., Land, C., Brodie, I., Collins, K., Pennington, C., Sands, K., & Sierra, M. (2017). Data and research that matter: Mentoring school counselors to publish action research. Professional School Counseling, 20(1), 184–193.

Rowell, L. L. (2006). Action research and school counseling: Closing the gap between research and practice. Professional School Counseling, 376–384.

 None None Practice Quiz 5.1: Characteristics of Action Research (Due Day 7)
Lesson 2: Program Evaluation and Needs Assessment

Course Objectives:

Students will examine the characteristics and structure of program evaluation and needs assessment in counseling.


CACREP Standard(s): 3.H.1, 3.H.2, 3.H.3, 3.H.4, 3.H.5, 3.H.6, 3.H.7, 3.H.8, 3.H.9, 3.H.10, 3.H.11 		Erford text:
  • Chapter 19: Needs Assessment
  • Chapter 20: Program Evaluation and Accountability

Astramovich, R. L., & Coker, K. (2007). Program evaluation: The accountability bridge model for counselors. Journal of Counseling and Development, 85(2), 162–172.

 None Assignment 5.1: Conducting Ethical Research (Due Day 7)

Assignment 5.2: Program Evaluation Case Study (Due Day 7)

Assignment 5.3: Literature Review (Due Day 7)		 None

Week 6: Qualitative Research (July 29 – August 4)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Collecting Qualitative Data

Course Objectives:

Students will analyze aspects of qualitative research design, and outline procedures for collecting qualitative data.


CACREP Standard(s): 3.H.3 		Erford text:
  • Chapter 8: Collective Qualitative Data pgs. 116–119

Duffey, T., Haberstroh, S., & Trepal, H. (2009). A grounded theory of relational competencies and creativity in counseling: Beginning the dialogue. Journal of Creativity in Mental Health, 4, 89–112.

 None Assignment 6.1: Qualitative Research Case Study, Part 1 (Due Day 7) None
Lesson 2: Analyzing and Interpreting Qualitative Data

Course Objectives: Students will examine methods for analyzing and interpreting qualitative data

CACREP Standard(s): 3.H.3, 3.H.6		 Creswell text, available through Course Reserves:
  • Chapter 9: Analyzing Qualitative Data
  • Revisit Erford section on trustworthiness: pgs. 230–234
 None Assignment 6.2: Qualitative Research Case Study, Part 2 (Due Day 7) None
Lesson 3: Qualitative Research Designs

Course Objectives:

Students will examine characteristics of specific qualitative research designs


CACREP Standard(s): 3.H.2, 3.H.3, 3.H.6 		Erford text:

Chapter 14: Experience-Related Qualitative Research Designs

 None Assignment 6.3: Chapter Presentations (Due Day 7)

Assignment 6.4: Literature Review Visual Aid (Due Day 7)		 None

Week 7: Practical Counseling Research Approaches (August 5 – August 11)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Single-Subject Research Design

Course Objectives:

Students will design a single-subject research study.


CACREP Standard(s): 3.H.1, 3.H.2, 3.H.3, 3.H.4, 3.H.5, 3.H.6, 3.H.7, 3.H.9, 3.H.10, 3.H.11 		Erford text:

Chapter 13: Single-Subject Research Designs

 None Assignment 7.1: Single-Subject Research Study (Due Day 7) Test 7.1: Final Exam (Due Day 7)

For a list of image credits for this course, visit the CNS721 Credits Page.