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Viewing: SW 519 : Evaluation of a Social Work Intervention

Last approved: Fri, 18 Mar 2016 08:37:01 GMT

Last edit: Fri, 18 Mar 2016 08:37:01 GMT

Formerly Known As: SW 512


Catalog Pages referencing this course
Change Type
SW (Social Work)
519
031493
Dual-Level Course
No
Cross-listed Course
No
Evaluation of a Social Work Intervention
Evaluation SW Intervention
College of Humanities and Social Sciences
Social Work (16SW)
Term Offering
Fall Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
2
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Alan Ellis
Assistant Professor
Assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture7525YesNone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
P: SW 505 & SW 510
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16MSWMaster's of Social WorkRequired
Second of three courses in social work research. Evaluating social work practice and health and human services programs within different research paradigms. Prepares students for collecting, analyzing, and reporting qualitative and quantitative data; includes laboratory experience. Restricted to students who have completed all foundation courses in the MSW program.

Requesting a revision to the course number. Currently, SW 412 is assigned to an undergraduate course on school social work. Recently, the department was approved for a graduate course offering in school social work. We would like to be able to assign SW 512 to the graduate equivalent to the undergraduate SW 412 course.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No change.

An integrated approach to social work requires that practitioners improve their practice and health and human services programs through critical reflection and evaluation. Competencies in evaluation are especially necessary in North Carolina, with its rapid population growth, increasing diversity in ethnicity and age, and the resulting need to re-align services. By designing an evaluation project, students learn ways to assess the quality of research; improve their ability to define and communicate the theoretical rationale for a program; increase their understanding of the evaluation process; and become more likely to contribute to the design and interpretation of intervention studies. Students also learn how to adopt and uphold ethical procedures for engaging diverse populations and oppressed communities in evaluation. This course helps students to become practitioners who are informed by research and researchers who are informed by practice, and supports students in assuming an empowerment approach to leadership that advances social and economic justice locally and globally.


Student Learning Outcomes

Upon completion of this course, students will be able to:



  1. Identify an issue for evaluation that is relevant to social work practice and based on the research literature.

  2. Formulate a logic model to guide the evaluation of the program or intervention.

  3. Design methods for collecting quantitative and qualitative data.

  4. Specify ethical procedures for upholding beneficence; respect for persons; and justice for individuals, communities, and organizations participating in evaluation.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment5%Introduction
Written Assignment10%Literature Review
Written Assignment10%Agency Context, Logic Model, and Evaluation Purpose
Written Assignment5%IRB Protocol / Human Subjects Protection Plan
Written Assignment15%Evaluation Methods
Written Assignment40%Full Evaluation Plan
presentation5%Final Presentation
Participation10%Class Preparation and Participation, including weekly assignments
TopicTime Devoted to Each TopicActivity
Class 1 Introductions, course overview1.67• Complete Google form
• Bring laptop, iPad, or smartphone to class or check out one from dept.
Class 2 Evaluation teams, brainstorming, & literature search practice1.67• Due Sunday 8/30 (Google form): responses to questions about videos & reading
• Discuss potential evaluation topics with your field instructor and/or another agency contact.
• Due Sunday 8/30 (Google form): responses to field agency questions. Bring printed copy to class, or have access to electronic version.
Class 3 Writing and reading about research & evaluation1.67• Discuss the evaluation project with your agency contact to understand/prioritize/finalize the agency’s evaluation needs. Prepare agency approval letter.
• Extend your literature search to include outcomes of interventions designed to address your problem of interest.
• Due Sunday 9/13 (Google form): responses to questions about readings
• 50-minute team appointments Sept. 14-15. Be prepared to share and discuss your problem of interest, search strategy (databases, search terms), reference list, synthesis matrix or notes, and current draft.
Class 4 Effective evaluation approaches & mid-semester course evaluation1.67• Due Sunday 9/20 (Moodle): Agency approval letter.
• Due Sunday 9/20 (Moodle): Introduction to evaluation plan (1-2 pp.).
Class 5 Logic models I1.67• Ask questions at your agency to help you understand the theory underlying the intervention you’re studying. Come to class prepared to create a logic model describing your agency’s intervention.
Class 6 Study design, sampling, & measurement Logic models II1.67• Due Sunday 10/4 (Moodle): Literature review.
Class 7 Measurement Methods feedback1.67• Due Sunday 10/11: Agency context, logic model, and evaluation purpose.
Class 8 Ethics & IRB procedures1.67• Discuss with your agency contact your IRB protocol, your project timeline, and how your evaluation will fit with your field hours. Incorporate any necessary protections into your draft IRB protocol.
• Due Friday 10/16: Documentation of CITI training for the social and behavioral sciences: http://www.citiprogram.org/
• Due Friday 10/16: Post to the CITI forum (on Moodle) at least one comment on an issue related to the protection of human subjects that is relevant to research or evaluation with your client population.
• Due Sunday 10/18: Post responses to at least two other students’ comments on the CITI forum. Responses should demonstrate reflection on the issues raised (e.g., respectfully expanding the ideas, relating them to ethical guidelines for research, or presenting alternative views).
• Due Sunday 10/18: Submit a draft IRB protocol using the online form
• Due Sunday 10/18 (Google form): Submit, and bring to class, a list of questions that you need answered in order to complete the protocol
Class 9 Qualitative methods & instrument development1.67• Due Sunday 10/25: Revise and re-submit your IRB protocol using the online form provided.
• Due Sunday 10/25: Prepare and post to Moodle forum “Appreciative Inquiry” one open-ended appreciative inquiry question related to your evaluation project.
Class 10 Logistics & methods refinement1.67• Due Sunday 11/1 (Moodle): Human Subjects Protection Plan (a thorough, concise, 2-3 paragraph summary of your IRB protocol).
• Bring your draft Methods section (design, sample, measures) and any instruments to class.
• Bring your survey instrument or interview/focus group guide to class if applicable.
Class 11 Intro, lit review, & HSPP – work team review1.67• Due Monday 11/9 (Moodle): Methods section.
Class 12 Evaluation plan – work team review1.67• Bring to class a draft of your complete evaluation plan for review and revision.
Class 13 Evaluation plan – work team review Prepare presentations1.67• Bring to class a draft of your complete evaluation plan for review and revision.
Class 14 Student presentations1.67• Due Sunday 11/29 (Google form submitted by agency contacts): Detailed agency approval form.
Class 151.67• Due Sunday 12/5: Full evaluation plan.
Requesting minor revision to change SW 512 to SW 519.

mlnosbis 10/19/2015: This is a minor action, only renumbering the course.

ghodge 10/25/2015 Send to ABGS reviewers; only a course renumbering

ABGS Reviewer comments:
-Is there no consultation? RESPONSE: No need for consultation, only renumbering the course.
-No problems with the course, OK to send to the Board.
Key: 6526