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COCO 709: Research Methodology in Counseling

HUNTER COLLEGE, CUNY

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS

COCO 709 RESEARCH METHODOLOGY IN COUNSELING



COURSE  DESCRIPTION:
The course is intended to familiarize students with the research process in the social and behavioral sciences.

PRE-REQUISITES:
None.

COURSE OBJECTIVES:
The objectives are to introduce students to the options open to the behavioral science researcher, help students develop their own research skills, and to make students discriminating consumers of research produced by others. 


METHODS OF INSTRUCTION:
Weekly sessions will center on lectures and there will be group discussions related to reading material and course assignments. 


REQUIRED TEXT:
Gay, L., Mills, G., and Airasian, P. (2006). Educational research. Eighth addition. Upper Saddle River, NJ: Pearson.


RECOMMENDED READINGS:
American School Counselor Association. (2006). Research. Professional School Counseling, 9,5.

Fraenkel, J.R. & Wallen, N.E. (2003). How to Design and Evaluate Research in Education, 6th Ed. New York: McGraw-Hill Higher Education.

Heppner, P., Kivlighan, Jr., D., Wampold, B. (1999). Research Design in Counseling, 2nd Ed. Belmont, CA: Wadsworth.

Hoyle, R.H., Harris, M.J. & Judd C.M. (2002). Research Methods in Social Relations, 7th Ed. Belmont, CA: Wadsworth.

Maxwell, J.A. (1996). Qualitative Research Design: An Integrative Approach. London: Sage.

Stringer, E. & Dwyer, R. (2005). Action research in human services. Upper Saddle River, NJ: Pearson.

   

COURSE REQUIREMENTS:
Written Assignments
Students will select two journal articles, a descriptive research article and an experimental research article, from peer-reviewed journals in either school counseling or rehabilitation counseling. The two articles must be on the same topic or similar topics. Articles may not be older than two years. Each student will develop a four page written narrative discussing the research methodology used by the authors and make recommendations for improvement based upon course content, text and lectures. Students may also make comparisons between the two types of research used in the descriptive and experimental articles. Papers are to be no more than six (6) pages in length, double-spaced; using APA format and papers must be typed. Term papers are due: XXX

Examinations
There will be a midterm and final examination. The examinations will be in-class.  The examinations may contain any combination of multiple choice, short answer, and/or essay questions.  The examinations are not open-book or open-notes.  The final examination will cover material presented throughout the semester.

 

Grades will be calculated as follows:

Criteria
%
Written Assignment 30%
Midterm Exam
35%
Final Exam
35%
----------------------------- ----

 100%

 

Graduate Grades that will be assigned:

%

Grade
100-97.5% = A+
92.5– 97.4% = A
90 – 92.4% = A-
87.5 – 89.9%
=
B+
82.5 – 87.4% = B
80.0 – 82.4%
=
B-
77.5 – 79.9%
=
C+
70.0 – 77.4% = C
0 – 69.9% = F

Students will be graded based on the scoring rubric provided. The grades are assigned according to the values published by the Hunter College Graduate catalog.

                                                                                                                     
CONTENT AREAS

WEEK TOPIC CACREP STANDARDS
1 Course Overview. Introduction to the Research Process. APA Format and Peer Reviewed Journal Format. Ethics, multiculturalism, social responsibility and Racial concerns in research. K.8.a.,K.7.f., K.8.a., K.8.c.
2 Hypotheses and Variables. Reviewing the Literature. K.8.b.
3 An Overview of Basic Statistics for Research. K.7.c., K.8.c.
4 Quantitative Data Collection, K.8.b. Reliability and Validity, Threats to Validity  
K.8.b., K.7.d., K.7.e.
5 Class Visit: Hunter Library Center, Use of Computer  Technology in research.  
K.1.c., K.8.c.
6 Hypothesis Testing, Descriptive and Inferential Statistics. Use of Data Systems/Excel. K.8.b.
7 Experimental Research Designs.
K.8.b.
8 Correlation and Causal Comparative Research Designs. 
K.8.b.
9 Midterm Examination
10 Review of Descriptive and Experimental
Journal Articles by Students. Discussion.                
Term Paper Due Date
K.8.e.
11 Qualitative Data Collection and Analysis. K.8.b.
12 Qualitative Methodologies.
Single Subject Designs
K.8.b
13 Research Proposal Writing
Journal Research Format.
Grant Writing Proposal Format
K.8.b.
K.8.e.
14 Assessing Existing Programs/ Program Evaluation. Action Research K.8.c.
15 Final Examination

 

            
Expectations for Written Proficiency
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://wwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops.

Integrity and Plagiarism
Hunter College has subscribed to the online company, Turnitin.comTurnitin.com allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized.  In this course, Turnitin.com is used to deter students from plagiarizing material.  Please be aware that student papers will be examined from time to time.  Students who plagiarize will be punished. “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty.  The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

Statement of Reasonable Accomodation
In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations.  For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).


CACREP STANDARDS MET BY THIS COURSE   
K.1.c. technological competence and computer literacy;

K.7.c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations;

K.7.d. reliability (i.e., theory of measurement error, models of reliability, and the use of
         reliability information;

K.7.e. validity (i.e., evidence of validity, types of validity, and the relationship between
          reliability and validity);

K.7.f. age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality,
and other factors related to the assessment and evaluation of individuals, groups, and specific populations;

K.8.a. the importance of research and opportunities and difficulties in conducting research
         in the counseling profession;

K.8.b. research methods such as qualitative, quantitative, single-case designs, action
         research, and outcome-based research;

K.8.c. use of technology and statistical methods in conducting research and program
         evaluation, assuming basic computer literacy;

K.8.d. principles, models, and applications of needs assessment, program evaluation, and
         use of findings to effect program modifications;

K.8.e. use of research to improve counseling effectiveness; and

K.8.f. ethical and legal considerations.


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