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Rubric Required Course Texts American Psychological Association (2020). Publication manual of the
Rubric
Required Course Texts
American Psychological Association (2020). Publication manual of the American Psychological Association: The official guide to the APA style (7th ed.). American Psychological Association.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson Education, Inc.
Royse, D., Thyer, B.A., & Padgett, D. K. (2016). Program evaluation: An introduction to an evidence-based approach. (6th ed.). Cengage Learning.
Prerequisites
Admission to the MSCMHC program or written permission of the Program Director.
Catalog Description
This course provides students with knowledge and skills for using evidence-based research strategies and program evaluations relevant to the field of professional counseling. This course covers quantitative, qualitative, single case, and mixed research methods and designs. Students learn to evaluate research designs (internal validity and external validity of studies), and to apply statistical concepts, data analysis, and program evaluation procedures. Students learn about standardized measurements and their properties (validity and reliability), central tendency, and variability. Students explore the role of research in evidence-based practices that inform the clinical work of professional counselors. Students understand the ethical and legal parameters for the practice of research in counseling related investigations.
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: “critically
evaluate research methods and identify evidence-based counseling practices and apply methods to program evaluations” by completing assignments in this course which are representative of knowledge and skills acquisition vis-à-vis CACREP standards’ sections in the following table.
CACREP Standard
KPI
How/where covered and measured
Knowledge
3.G.3
Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations.
Discussion, readings, exams
3.H.1
The importance of research in advancing the counseling profession, including the use of research to inform counseling practice.
Discussion, readings, exams
3.H.2
Identification and evaluation of the evidence base for counseling theories, interventions, and practices.
Students will critically identify and evaluate the evidence base for counseling theories, interventions, and practices
Readings, discussions, and shown in Evidence Based Practice Paper
3.H.3
Qualitative, Quantitative, and mixed methods research designs.
Discussion, readings, exams
3.H.4
Practice-based and action research methods
Discussion, readings, exams
3.H.5
Statistical tests used in conducting research and program evaluation
Discussion, readings, exams
3.H.6
Analysis and use of data in research
Discussion, readings, exams
3.H.7
Use of research methods and procedures to evaluate counseling interventions
Discussion, readings, exams
3.H.8
Program evaluation designs and procedures including needs assessments, formative assessments, and summative assessments to inform decision making and advocacy.
Discussion, readings, exams
CACREP Standard
KPI
How/where covered and measured
Knowledge
3.H.9
Culturally sustaining and developmentally relevant outcome measures for counseling services
Discussion, readings, exams
3.H.10
Ethical and legal considerations relevant to conducting, interpreting, and reporting the results of research and program evaluation.
Discussion, readings, exams
3.H. 11
Culturally sustaining and developmentally responsive strategies for conducting, interpreting, and reporting the results of research and program evaluation.
Discussion, readings, exams
Minimum Technology Requirements
When completing a degree program with online courses, it’s important to consider the technology that is necessary for your success. You will need access to a newer working computer with a reliable Internet connection (DSL or higher).
The following link will provide general information regarding online technical requirements for Bellevue University students.
You will also be using Office 365 in this course. Review the toolbox for information on how to access your student account.
You may also use Zoom in this course. Review the toolbox for information on how to create and access your student Zoom account.
How to Succeed in this Course
This course involves reading, writing, and online group discussions. It is fast-paced; you will need to absorb textbook and other content material on your own. You will write the equivalent of 50 pages over the course of the term. You will need to put in consistent effort
throughout the whole semester. You will need to have (or learn) basic library and online research skills. You will need to demonstrate active learning.
Netiquette
Students will have a high level of engagement with their fellow learners and instructors in a virtual environment throughout the program. There are specific expectations for respectful interactions and communication in an online course. Types of communication include email, discussion forums, assignments and other interactions or collaborations. Here are some of the netiquette guidelines for the program:
Professional and respectful tones and civility are used in communicating between students and instructors, whether the communication is by electronic means or by telephone or face-to-face.
Written communication, both formal and informal, uses Standard English and follows APA style guidelines rather than popular online abbreviations and regional colloquialisms or slang.
Spelling and grammar are correct.
Online Meetings
You will frequently participate in video conferencing, whether meeting fellow students, your professor, or for a face-to-face class (e.g., practicum). MCC 507 is an online asynchronous course and it does not require online meetings.
Create a space for learning
Test all technology (including camera/video, Wi-Fi, and screen sharing) before your meeting.
Find a private, distraction-free space where others won’t interrupt the classroom, e.g.,
do not attend meetings from a vehicle.
Use an appropriate background (use a Zoom background, if you wish)
Use lighting so your face is visible
Turn off/silence cell phone and close other windows on your computer.
Maintain eye contact with the speaker on the screen.
Dress appropriately as you would for a face-to-face meeting
Be on time. Join your class a few minutes early to ensure a proper connection.
Follow meeting protocols
Follow the instructor’s protocol for asking questions, e.g., raise your hand
Mute yourself except when speaking
Do not use the chat when someone is speaking (the content of the chat should be for classroom use only, chats will be saved and monitored)
Use the chat as instructed (the content of the chat should be for classroom use only, chats will be saved and monitored)
Use your first and last name in Zoom class.
Do not share the zoom link with anyone outside of your class.
Do not share your screen unless instructed
Follow the guidance on asking questions during the Zoom meeting
Be present – Avoid multitasking (do not take calls, sent texts, shop online, watch videos or TV, do not lose attention; show respect and engagement.)
Do not take screenshots, cell phone pictures, or otherwise record the meeting, your classmates, or your instructor without express permission to do so.
Do not use the chat for side conversations—it is distracting and creates “subgroups”
that divide the class and its attention to the subject matter.
Be advised
Instructors can use Zoom to record class sessions
Recordings may be posted on Blackboard.
These may never be posted in social media or shared outside the learning management system of the university.
Computer Skills and Information Literacy
The following computer skills are necessary for students to succeed in their respective program:
Using the learning management system, Blackboard.
Using email with attachments.
Creating and submitting files in commonly used word processing program formats.
Downloading and installing software.
Using spreadsheet programs such as MS Excel.
Using presentation and graphics programs such as MS PowerPoint.
Using apps in digital devices.
Using web conferencing tools and software.
Using the online BU Library and databases to locate and gather appropriate information.
Using computer networks to locate and store files or data.
Using online search tools for specific academic purposes, including the ability to use search criteria, keywords, and filters.
Properly cite information sources (APA).
Preparing a presentation of research findings, class projects, etc.
Residential/Video Conference Class Attendance Policy
Attendance is mandatory and students 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 you missed.
Online Attendance Policy
Attendance is mandatory for online classes whether asynchronous or synchronously. When attending asynchronously, you are required to routinely log into Blackboard and submit their assignments as scheduled by the syllabus. When courses require synchronous participation, you are expected to attend every face-to-face class-related meeting for the duration of the allotted class time.
MCC 507 is an online asynchronous course and it does not require online attendance for meetings. Online attendance in this case, however, means meeting deadlines for discussion, writing assignments, and chapter quizzes. These are all formative assessments, and everyone must have a fair exposure to materials and an opportunity to demonstrate mastery of knowledge and skills as applicable.
Non-attendance. Non-attendance is a serious matter and can affect your progress in the class and program and ability to receive financial aid. You are expected to regularly and frequently log into Blackboard and submit assignments on time. If you do not consistently submit assignments on time or log into Blackboard for more than seven consecutive days per course you will receive a letter of nonattendance. Nonattendance could impact a student’s ability to receive financial aid. If you encounter special situations which will prohibit you from accessing the course and meeting your course obligations, contact your instructor as soon as possible.
Instructor Communication Policy
I will make every effort to communicate with you within 48 hours. E-mail is the most efficient way to communicate with me. Additionally, please ensure your updated e-mail is 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.
However, I urge you to only use your assigned Bellevue University e-mail. Third party emails generate copies of communications on their servers. Your educational records and communications are subject to privacy; hence, it is best to use your university email.
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. 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.
Course Assignments
Assignments are designed to reflect the students’ retention and synthesis of knowledge and skills in research methods relevant to counseling practices.
Discussion Boards
Discussion enhances learning as students share ideas, perspectives, and experiences
with the class. In this discussion process, students are expected to develop and refine their writing skills, and broaden classmates’ understanding of the course content. Students are also expected to promote a civil, substantive discussion. Discussion will take place in both Residential and Online formats of the course.
Sample Board Name. Discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process as well as broaden your classmates’ understanding of the course content. You promote a professional, substantive discussion. Use the following feedback to improve the quality of your discussion contributions.
Residential format. You 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.
Online format. It is typical to have one to two discussion board topics per week.
Each one requires a substantive original post each where you respond to assigned questions to deepen your learning. This presumes you read or watched all assigned materials, and have taken notes to reinforce your retention and familiarity with these materials. You may also turn to the academic library to find more scholarly sources for the topics and skills you are learning. Do this, as you prepare for every posting or writing assignment. 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.
Typically, discussion boards involve two parts: (a) An initial thoughtful response to the week’s prompted question/task, posted on the respective discussion board forum within Blackboard; and (b) thoughtful responses or replies to the initial posts of your peers.
Initial Posts. During week one, the initial discussion board post is due on Sunday at 11:59 p.m. CST. In subsequent weeks your initial discussion boards are due on Wednesday at 11:59 pm CST.
Peer Replies. Students are to respond to a minimum of two of their peers’ initial posts each week unless otherwise noted by the instructor. Responses to other students’ posts (in all assigned discussion boards) are due by 11:59 p.m. CST on Sunday. The exception to this is the last week of classes when all assignments and peer replies will be due on Saturday.
Master of Science in Clinical Mental Health Counseling Program
Online Discussion Grading Rubric
Criteria
Below Expectations
0-79%
Meets Expectations
80-92.99%
Exceeds Expectations
93-100%
Content
6 points
Addresses the assignment, but the response lacks detail and appropriate vocabulary or is incomplete or did not post or did not address the assignment.
Addresses the entire assignment and uses appropriate detail and vocabulary.
Addresses the entire assignment uses appropriate detail and vocabulary, and presents additional examples or resources.
4.74 points ≤
≥ 4.8 points
≥ 5.58 points
References
2 points
Provides incomplete or inaccurate reference citations or references drawn from inappropriate sources or references are missing (if required).
Provides all required references with minimal APA format errors (if required).
Provides more than the minimum required references in proper APA format (if required).
1.58 points ≤
≥ 1.6 points
≥ 1.86 points
Spelling,
Grammar, Writing Style
2 points
Does not demonstrate graduate-level writing with bias-free language using appropriate terminology or has many spelling or grammar errors.
Demonstrates graduate-level writing with bias-free language using appropriate terminology with some spelling or grammar errors.
Demonstrates professional-level writing with bias-free language using appropriate terminology—few spelling or grammar errors.
1.58 points ≤
≥ 1.6 points
≥ 1.86 points
Peer replies
10 points
(5 points each)
Provides little or no additional insight. Mostly restates, compliments, or agrees with peers’ posts. Lack of respectful dialogue. Many spelling or grammar errors.
Provides additional insight into peers’ posts. Some spelling or grammar errors.
Provides additional insight, examples, and resources. Disagrees or corrects an error in a peer’s post respectfully—few spelling or grammar errors.
3.95 points ≤
≥ 4 points
≥ 4.65 points
Note. All discussions in this course are worth up to 20 points; 10 points for primary posts, and 10 points for responses. 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. In cases where no citations of references are provided, a discussion will receive a zero grade. Academic integrity requires crediting sources of ideas or concepts studied in this course. Elements of references are in chapters 9 and 10 of the APA publication manual, seventh edition; and mechanics of style are in chapters 2 – 8 of the same publication manual. Peer replies are responses to peers. Responses require: a minimum of two thoughtful responses or replies to the initial posts of your peers. First response: Identify and elucidate what is common or what is different among two peers’ posts. Second response: Compare two peers’ posts to your own first post, and identify what is unique about each post
Master of Science in Clinical Mental Health Counseling Program
Residential Discussion Grading Rubric
Criteria
Below Expectations
0 – 79 %
Meets Expectations
80 – 92%
Exceeds Expectations
93 – 100 %
Content
10 points
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.
Points ≤ 7.9
≥ 8
≥ 9.3
Engagement in the Discussion
10 points
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.
Points ≤ 7.9
≥ 8
≥ 9.3
APA Writing Style
The American Psychological Association’s publication manual (current edition and printing) is the receptable of the official writing style of the counseling profession and all social sciences. In this graduate professional program, students are required to learn and to practice this writing style as it is also supportive of academic integrity by helping to (a) prevent plagiarism, (b) focus on clear and economic sentences, and (c) improve written communication skills. Therefore, all assignments in this course should be completed using the most recent printing of the APA publication manual, especially regarding academic term papers. (Paper samples from prior students’ work are not exhaustive and must never be considered as templates for preparing probe papers.)
The professional paper format is required in graduate school with applicable sections as needed to meet assignment expectations. All writing assignments (papers) are to be submitted electronically in Word format. Other file formats will not be graded and will receive a zero until a Word file document is submitted for grading—delays will be subject to applicable deductions.
All discussion posts also must include in-text citations and corresponding references.
Failing to credit sources constitutes plagiarism and this work receives zero scores at first instances, and greater consequences for subsequent infractions. Students are expected to consult their publication manual and to avoid using online tools, templates, or citation tools as these are frequently inaccurate. Students also must avoid AI (artificial intelligence) tools, or chat bots for completing their academic assignments.
Students are expected to respond to every aspect of weekly discussion prompts and to conscientiously explain (accurately and with examples as appropriate) the constructs covered in this course. Cognitive depth is manifest in the work students complete, and the quality of their written work represents their weekly grades.
Weekly Chapter Quizzes
Each week students will be assigned at least one weekly chapter quiz or knowledge check-point assignment. Students can expect several chapter quizzes for weeks 3, 4, and 5. These assignments will vary in format and may consist of problems, term matching/review, and/or application problems. These assignments have been designed deepen students’ comprehension of course materials as well as to prepare them for certification exams. These are graded assignments; point values are noted weekly.
These formative assessments replace mid-term and final exams in this course. No exams, but weekly open book, take home, weekly quizzes. We encourage students to work alone, find a place without distractions, keep their computer plugged to a power source and complete these assessments in one session without interruptions. These quizzes help students cover material needed for making sense of research toward writing an evaluative research paper proposal.
APA Style, Seventh Edition and APA Style References –Knowledge application and Skills Development
Students will complete the academic writing training module for the APA style, seventh edition and apply this information to the completion of references they will use for their research proposal paper. The APA training module (see toolbox in the course for a link) remains useful for students to complete their writing work and preserve academic integrity. In the note at the bottom of the course schedule, sections of the APA publication manual are provided to help students master this writing style, preserve their academic integrity, improve their writing skills, and succeed as educated writers in graduate school.
Using this APA style knowledge, students must complete a reference list for their research proposal paper that includes a minimum of 10 academic, peer reviewed journal articles. These articles must have been published within the last five to 10 years. How students divide these 10 required articles is up to them to cover diverse sections of their main research proposal paper. Of course, students may add more articles to have even number of sources for the paper sections, but all articles must come from academic, peer reviewed academic journals.
Caution: Completing a list of references is designed to help students master this basic skill in graduate school. It is possible they may find other peer-reviewed articles for their research paper proposal. Indeed, searching for academic literature, selecting them, and listing them in an organized fashion requires time and reading and reflecting. This task needs consistent dedication and cannot be successfully completed in one afternoon, for example.
APA Style References is due in Week 4 and it is worth up to 100 points.
Master of Science in Clinical Mental Health Counseling
References Assignment Grading Rubric
Page limit: No limit
Quantitative – Numbers
Possible Points
References
Use only peer-reviewed academic articles from non-predatory journals
All sources from be within the last 5 – 10 years
Parts of references:
Authors last names, first and middle names’ initials
Year of publication
Title of the paper
Title of the academic journal spelled out, no abbreviations, no symbols
Volume number
Publication number
Pages in range
DOI using the permanent https link with no proxy data from library searches
100
Note: Accuracy and completeness of peer-reviewed articles’ references will follow expectations from the APA publication manual, current edition and printing (seventh edition). A minimum of 10 references or academic articles published between the last five to 10 years are required. Textbooks are not academic, peer-reviewed articles and may be used only in addition to required articles. More than 10 articles may be used.
Evidence-Based Practice Paper:
ASSESSMENT PROBE: MEETS 3.H.2
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 an issue of your choice. You will need to submit the topic for this paper for your instructor’s approval in Week 2. The paper will be due in Week 9. You will need to base your paper on at least 10 scholarly, peer-reviewed sources published within the last ten years. The majority of these sources must be scholarly, peer-reviewed journal articles. The paper will need to be written in APA format and will have a length requirement of at least 8 pages of content (not including title page, abstract, references, and any appendices). The paper will begin with an introduction of the issue you have selected as your focus, the etiology of the disorder and the DSM diagnostic criteria. The majority of your paper will focus on the treatment literature. The goal is to evaluate treatment strategies and identify best practices for treatment based on scholarly, peer-reviewed evidence. You will need to consider which treatments are most effective as well as discuss ineffective approaches. You will conclude your paper with an identification of areas for future research related to treatment of your topic issue. You are expected to use what you have learned about various research methodologies, issues of reliability and validity, and statistical techniques in your evaluation of relevant research. Please see the Evidence-Based Practice paper grading rubric for specifics on the evaluation criteria for the paper. This paper will be worth 250 points.
PLEASE NOTE: Because this is an assessment probe, you must score 80% or better (at least 200 points out of 250) 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.
Evidence-Based Practice Paper Rubric
Criteria
Novice
0 points
Competent
1-18 points
Proficient
19-24 points
Exemplary
25 points
Introduction
Provided very limited background information about the topic.
Provided the reader with general background about the topic or provided context for the paper – did not address both
Established sufficient background information about the issue to orient the reader to the topic as well as provide context
Established sufficient background information about the issue to orient the reader to the topic as well as provide context; gave overview of the paper as a whole
Presentation of treatment evidence regarding issue
Did not identify any treatment strategies identified in the research literature.
Presented one treatment strategy identified in the research literature.
Presented at least two unique treatment strategies identified in the research literature.
Presented at least three unique treatment strategies identified in the research literature.
Reliability and Validity of past research considered
Did not critically evaluate the reliability and validity of research
Critically evaluated the reliability and validity of research related to some identified treatment strategies
Critically evaluated the reliability and validity of research related to all identified treatment strategies
Critically evaluated the reliability and validity of research related to all identified treatment strategies – including consideration of any remaining threats to validity
Criteria
Novice
0 points
Competent
1-18 points
Proficient
19-24 points
Exemplary
25 points
Research designs of evidence evaluated
Did not critically evaluate the research designs of research related to any identified treatment strategies
Critically evaluated the research designs of research related to some identified treatment strategies
Critically evaluated the research designs of research related to all identified treatment strategies
Critically evaluated the research designs of research related to all identified treatment strategies – considered possible issues related to design used
Statistical methods used evaluated
Did not critically evaluate the statistical methods of research related to all identified treatment strategies
Critically evaluated the statistical methods of research related to some identified treatment strategies
Critically evaluated the statistical methods of research related to all identified treatment strategies
Critically evaluated the statistical methods of research related to all identified treatment strategies – considered possible issues related to statistical test used
Identification of effective treatment strategies/approaches
Did not identify any best practices or did not include supporting research citations.
Identified at least one best practice for treatment of /approach to the identified issue. Tied the best practice clearly to the research – including supporting citations
Identified at least two best practices for treatment of /approaches to the identified issue. Tied the best practices clearly to the research – including supporting citations
Identified at least three best practices for treatment of /approaches to the identified issue. Tied the best practices clearly to the research – including supporting citations.
Identification of ineffective approaches
Did not consider or discussion ineffective approaches to treatment of issue
Considered ineffective approaches but did not cite any related research
Presented research evidence related to ineffective approaches in treatment of issue
Presented research evidence related to ineffective approaches in treatment of issue – compared these approaches to the effective approaches
Criteria
Novice
0 points
Competent
1-18 points
Proficient
19-24 points
Exemplary
25 points
Identification of areas for future research related to treatment of topic issue
Did not identify areas for future research
Identified at least one possible directions for future research; Did not tie suggestions to shortcomings in past research or emerging trends in the
Identified at least one possible directions for future research; tied the direction to shortcomings in past research and/or emerging trends in the field
Identified at least two possible directions for future research; tied these directions to shortcomings in past research and/or emerging trends in the field
Source citations
Did not adequately cite sources – entire paragraphs including factual information without supporting source citations.
Did not adequately cite sources – many factual statements with no supporting citations.
Cited sources but sometimes not often enough – cited sources only at the end of paragraphs.
Cited an appropriate source for every factual statement made within the paper.
Paraphrasing
Included many direct quotes
Included two or more direct quotes
Included one direct quote
Paraphrased all information – did not include any direct quotes
Quality of sources
All sources selected were of very low quality and/or were not scholarly peer-reviewed journal articles
Two or more of the sources used were not scholarly-peer reviewed sources published within the last ten years.
The majority of all sources used were not scholarly, peer-reviewed journal articles
All but one of the sources used were scholarly-peer reviewed sources published within the last ten years
The majority of all sources used were scholarly, peer-reviewed journal articles
All sources used were scholarly, peer-reviewed sources published within the last ten years.
The majority of all sources used were scholarly, peer-reviewed journal articles
Criteria
Novice
0 points
Competent
1-18 points
Proficient
19-24 points
Exemplary
25 points
APA Style
Well below expectations of APA standards
Many grammar errors, etc.
Two format errors in title page
Used some headers but not logical
Substantial errors in citations & references
Substantial organizational issues
Some grammar errors, etc.
One format error in title page
Used headers but one or more not appropriate
Some format errors in citations &references
Some organizational inconsistencies
Correct grammar, etc.
Correct format of title page
Appropriate headers
Correct format of citations and references
Properly organized and balanced throughout
Grade Breakdown/Criteria
Grade component
Possible points
Discussion Board Posts and Responses
20pts/week
360
Week Chapter Quizzes
230
References
50
Paper Topic
10
JAAT 100pts/only one
50
Outline of Evidence Based Practice Paper
50
Evidence Based Practice Paper
250
Total points possible
1,000
Grading Scale
A
93 – 100%
C+
77 – 79%
D-
60 – 62%
A-
90 – 92%
C
73 – 76%
F
59% and below
B+
87 – 89%
C-
70 – 72%
B
83 – 86%
D+
67 – 69%
B-
80 – 82%
D
63 – 66%
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 two. If you have any questions about feedback, please reach out to your instructor.
Hindering
Hindering is a learner behavior defined in the context of collaborative work negatively affecting the collaborative learning environment making it difficult or impeding positive relationships among team members or the production of meaningful individual and teamwork. Examples include low or nonparticipation, production of low-quality work, lack of proportionality of work to the team effort (too small or too large), obstructive behaviors, tardiness, and failure to follow through on commitments. Thus, the instructor may reduce the learner’s grade on the assignment by a percentage or to zero and/or assign a course grade of “F” for any assignment involving collaborative learning.
Late Work
Assignment deadlines are set for the benefit of students and, as such, late work submission is discouraged. A pattern of late submissions (e.g., two or more assignments and discussion boards), in addition to loss of points, may result in the filing of a Personal and Professional Disposition form for Professionalism in Carrying out Assignments.
Late assignments other than Discussion Board posts (see below) will be accepted within one-week from the original due date and receive a 10% assignment grade deduction per each day late. Assignments submitted after seven days from the due date will not be accepted and therefore receive a zero for the assignment.
Discussion Boards. Discussion Boards connect you to other learners, facilitate learning by sharing and building upon ideas, offer a space for public reflection, and refine your writing skills. They are a critical and essential tool for learning online. Therefore, no late discussion board posts or exams will be accepted regardless of reason.
Exceptions. At the instructor’s discretion, exceptions may be made to this policy for assignments other than Discussion Board posts. Exceptions would typically constitute documented illnesses or emergencies. Having heavy workloads, both with school and work commitments, family functions, and vacations are examples of non-approved exceptions. If you foresee issues with your schedule and plans, be proactive and accommodate for these issues by completing assignments prior to the due date or working with the instructor for alternative arrangements.
Statement of Diversity, Equity, Inclusion, and Accessibility
Bellevue University believes in real learning for real life. In keeping with Bellevue University’s philosophy, (insert program name) also supports and advocates for the learning and development of the whole student, both academically and professionally.
The collective goal of our program is to ensure students become knowledgeable, competent and contributing members of our field and furthermore, to society.
The administration and faculty support and encourage the inclusion and equity of students and their respective experiences, thoughts and perspectives. Inclusion may involve a variety of efforts to ensure all students with diverse backgrounds and experience have the opportunity to express their ideas and perspectives in a respectful manner in each class, which will strengthen our collective learning experience.
MS CMHC Program Academic Honesty Policy
The Master of Science in Clinical Mental Health Counseling 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: (a) copying from another person’s research, paper, test, or quiz; (b) using testing aids during a test where no permission has been given by the instructor; (c) copying another’s work; (d) collaborating on any written
work, without specific permission by the instructor; (e) allowing another person to do your work; (f) taking an exam for another student; or (g) allowing another person to take the 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. Contact your professor for exceptions to this policy, e.g., if it has not been graded because you have dropped the 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: (a) the use of another’s complete sentences or key words without quotation marks and accurate citations,
(b) graphs and charts, or (c) 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.
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 MSCHMC program with no opportunity to return to the program. The student may appeal decisions regarding Academic Dishonesty as per the university policy.
Course Academic Integrity Policy and Rationale
Academic integrity is vital to the educational mission of Bellevue University and reflects our shared commitment to fairness, mutual trust, and intellectual honesty. To that end, you should not:
Plagiarize someone else’s ideas, words, or data. Scrupulously follow APA 7 citation and reference style to avoid plagiarism. Ask your instructor if you have any questions.
Purchase and/or copy papers, essays, and other assignments and submit them as your own work.
Use unauthorized help to complete your work for this course. If in doubt, ask your instructor.
In keeping with the importance of academic integrity, the penalty for any of the above will result in an automatic 0 on the assignment in question.
Course Schedule.
Subject to change.
MCC 507, 10-Week Course Schedule
Date
Topics
Textbook
Chapter(s)
Major Assignments
Week 1
Scientist-Practitioner Model; Ethics in research; Qualitative Research Design
Chapter 1 Creswell and Guetterman; Chapter 2 Royse, Thyer and Padgett
Discussion Posts; Chapter Quiz
Week 2
Research Process/ qualitative and quantitative research/ Variables
Chapter 1, 4, & 5 Creswell & Guetterman textbook
Discussion board, chapter quiz, topic selection for evidence based practice paper
Week 3
Validity & reliability/ quantitative designs, internal/external validity; qualitative designs, needs assessments
Chapter 5, 10, and 11 – Creswell & Guetterman; Chapter 3 – Royse, Thyer and Padgett
Discussion board, Chapter 3 quizzes
Date
Topics
Textbook
Chapter(s)
Major Assignments
Week 4
Single Subject Research Designs/ Repeated Measures/ Types of program evaluations
Chapters 5, 10 – Creswell and Guetterman; Chapters 3,5,6 Royse, Thyer, and Padgett
Discussion board, Chapter quizzes, APA Style Reference list for Evidence Based Practice Paper
Week 5
Descriptive statistics, variability, and sampling
Chapters 5 & 6 Creswell and Guetterman; Chapter 8 Royse, Thyer, and Padgett
Discussion board, Chapter quizzes
Week 6
Properties of Measurement Tools
Chapter 5 Creswell & Guetterman; Chapter 11 Royse, Thyer, and Padgett
Discussion board, outline of Evidence Based Practice paper
Week 7
Hypothesis testing
Chapter 6 Creswell & Guetterman
Discussion boards, chapter quizzes, Journal Article Analysis Table due
Week 8
Inferential statistics/ parametric and non-parametric tests
Chapters 6, 10, 11, and Appendix B Creswell & Guetterman
Discussion boards, Chapter quiz , draft of Evidence Based Practice Paper
Week 9
Treatment fidelity, sampling, group research designs, collecting/analyzing qualitative data
Chapters 8, 9, 13 Royse Thyer, and Padgett; Chapters 7, 10, 11 Creswell and Gutterman
Discussion boards, Chapter quiz, Evidence Based Practice Paper PROBE – Due
Week 10
Correlational Research/ Survey Studies ; Mixed Methods; Course Wrap-up
Chapter 4 Royse, Thyer, and Padgett; Chapters 11 & 16 – Creswell and Guetterman
Discussion boards
Master of Science in Clinical Mental Health Counseling Program | MCC 507 Research Methods and Program Evaluation in Counseling
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