C-EDUC5501 Research Methods

Institution

Colorado Biblical University

914 State Street, Fort Morgan, CO 80701  www.coloradobiblicaluniversity.com 970-743-3175

Degree Program

Program – Master of Biblical Education (MBE) - 30 hours and in Transformative Learning and Master of Divinity (MDiv) – 72 hours

Course – EDUC5501 Research Methods – 3 hours

Enrollment Agreement

View the Enrollment Agreement at this link: https://coloradobiblicaluniversity.com/enrollment-agreement/

Withdrawal and Refund Policy

View the Withdrawal and Refund Policy at this link: https://coloradobiblicaluniversity.com/refund-policy/

Calendar and Course Duration

View the Calendar and Course Duration Policy at this link: https://coloradobiblicaluniversity.com/calendar-and-duration/

Intellectual Integrity and Plagiarism Policy

View the Intellectual Honesty and Plagiarism Policy at this link: https://coloradobiblicaluniversity.com/intelllactual-honesty/

Writing Style Policy

View the Writing Style Policy at this link: https://vyrsity.com/policy-writing-style/

Other Policies

View all other Policies at the Vyrsity Policy Library at this link: https://vyrsity.com/policy-library/

Calendar and Course Duration

View the Calendar and Course Duration Policy at this link: https://coloradobiblicaluniversity.com/calendar-and-duration/ 

Intellectual Integrity and Plagiarism Policy

View the Intellectual Honesty and Plagiarism Policy at this link: https://coloradobiblicaluniversity.com/intelllactual-honesty/ 

Writing Style Policy

View the Writing Style Policy at this link:https://coloradobiblicaluniversity.com/writing-style/

Other Policies

View all other Policies at the CBU Policy Library at this link: https://coloradobiblicaluniversity.com/policy-library/

Welcome to the Course!

We are excited for the opportunity to work with you as you take this journey.

After you review the Enrollment Agreement, Refund Policy, and other Policies, please review the Technology and Support tab to ensure you have the tools you need to successfully complete the course.

The next tab you will see is the appropriate Village for your program – here you can complete your discussion posts and interact with other Learners and your Mentoring Faculty.

Finally, you will see the Syllabus tab. Review this carefully as it explains the structure of the course and outlines what you need to accomplish in order to successfully complete the course.

Now, you are ready to begin the course. Start with Module 1 and enjoy!

Don’t hesitate to reach out to your mentoring faculty with any questions – we are here to help.

The CBU Team

 Technology Requirements

To successfully complete the course, you will need:

 – To be able to view web pages, online documents, and video

– To be able to write and upload documents and presentations (doc,docx, pdf, ppt)

– To be able to record and upload video

– To be able to email, chat, and participate in forums

Hardware 

View and participate in the Masters’ Village discussion thread for this course.

EDUC5501 Research Methods

Jennifer (Jamie) Ervin, Ed.D.

CBU PROFESSOR(S) BIO

Jamie Ervin has served in public and private education at the k-12 and post-secondary levels as a classroom teacher, curriculum and assessment coordinator, instructional coach, school administrator, enrollment manager, and course developer in her 20+ years in education. She began her career serving in public education as a high school social studies teacher. Her passion for education led her to pursue her Master’s degree in Special Education from Ohio University. A continued passion for building and implementing best practices in instructional delivery and curricular development led her to serve in various teaching roles, as a building administrator, and as an assistant director of enrollment at a private university while serving as a part-time instructor at the post-secondary level. During her tenure as a high school assistant principal, Ervin pursued a Doctor of Education in Educational Leadership at Liberty University, completing her dissertation research focusing on implementation of best practices in online education. Currently, Ervin serves as a special education teacher and assessment coordinator for a fully online k-12 public school in addition to serving in her role as a faculty member at Colorado Biblical University. 

COURSE DESCRIPTION

EDUC5501 Research Methods introduces the graduate student to various research design methods. The course emphasizes analysis, methodology, and techniques that can assist the learner to prepare for the master’s thesis or research project.

COURSE READING 

Required Texts:

(1)  The Bible is a primary textbook for this course. Please use any of the following translations: NASB, ESV, KJV, or NKJV.

(2)  Appearance Publishers. (2021). APA Manual 7th Edition Simplified for Easy Citation: Concise APA Style Guide for Students. (current price from https://apastyle.apa.org/products/publication-manual-7th-edition-spiral – $44.99)

(3)  Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices. Textbooks Collection. 3. https://digitalcommons.usf.edu/oa_textbooks/3/ (Free resource available through Open Educational Resources)

(4)  Mauldin, R. (n.d.). Foundations of social work research. https://opentextbooks.uregina.ca/foundationsofscoialworkresearch/chapter/4-1-types-of-research/ (Free resource available through Open Educational Resources)

(5)  Purdue Online Writing Lab. (n.d.). Welcome to the Purdue online writing lab. Purdue Online Writing Lab. https://owl.purdue.edu/owl/ (Free to use website)

(6)  Purdue Online Writing Lab. (n.d.). General format. Purdue Online Writing Lab. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html (Free to use website) 

COURSE OUTLINE

Module 1 – The Research Process & The Research Question – Jamie Ervin, Ed.D.

Learners will explore various research methods and how they are applied to address research questions. Through an examination of research practices, learners will investigate ways research impacts society. Beginning with an introduction into the basic terminology associated with research (e.g., hypotheses, variables, types of data, and analysis), learners will review approaches to identifying problems and developing research questions.   

• • Read: Bhattacherjee, pp. 1-25. Introduction to Research 

Module 2 – Key Research Approaches – Jamie Ervin, Ed.D. 

Learners will investigate three key forms of research: exploratory, descriptive, and explanatory research. Through an exploration of these key research forms, learners will differentiate between the approaches and explain key uses and applications of each. 

• • Read: Section 4.1 Types of Research, accessible from https://opentextbooks.uregina.ca/foundationsofscoialworkresearch/chapter/4-1-types-of-research/  

Module 3 – Ethics in Research and Communication – Jamie Ervin, Ed.D.

Learners will examine ethical practices in research and research design. Learners will explore ethical frameworks for research and review case studies that led to the establishment of modern ethical practices including informed consent, institutional review, and specific codes of ethics in research.  

• • Read: Read Chapter 3: Ethics in Social Work Research, accessible via https://opentextbooks.uregina.ca/foundationsofscoialworkresearch/part/chapter-three-ethics-in-social-work-research/  
  • Read: Five Principles for Research Ethics from the American Psychological Association, accessible from https://www.apa.org/monitor/jan03/principles  
  • Read Bhattacherjee, pp. 137-142—Research Ethics  

Module 4 – Introduction to Qualitative Methods – Jamie Ervin, Ed.D.

Learners will delve into the basic tenets of qualitative research methods. An introduction to approaches for exploring phenomena will be examined, and learners will familiarize themselves with major approaches to qualitative research including observations, interviews, case studies, and focus groups. A brief introduction into associated data collection procedures is included. 

• • Read Bhattacherjee, pp. 73-82, 93-112 – Data Collection 
  • Read 7.4 Qualitative Research, accessible from  https://open.lib.umn.edu/psychologyresearchmethods/chapter/7-4-qualitative-research/ 

Module 5 – Sampling, Scales, Tests, & Surveys – Jamie Ervin, Ed.D.

Learners will examine the role of sampling in conducting research. Through an investigation of several common types of sampling, learners will familiarize themselves with approaches to determine appropriate sampling procedures for specific research goals and populations. Learners are also presented with an overview of how to scale data collection. Reliability and validity are explored in relation to these approaches. Learners will review common techniques for collecting and examining survey data. Emphasis will be placed on the significance of determining when and how surveys may be effectively utilized in research. 

• • Read Bhattacherjee, pp. 43-64 – Measurement of Constructs and Scale Reliability and Validity 
  • Read Bhattacherjee, pp. 65-72 – Sampling 

Module 6 – Experimental Research and Research Design – Jamie Ervin, Ed.D. 

Learners examine various methods for conducting experimental design. An investigation of key vocabulary terms is a focus throughout this module.  

• • Read Bhattacherjee, pp. 83-92 – Experimental Research 
  • Read Experimental Design: What is it and when should it be used? via https://opentextbooks.uregina.ca/foundationsofscoialworkresearch/chapter/12-1-experimental-design-what-is-it-and-when-should-it-be-used/

Module 7 – Introduction to Qualitative Analysis – Jamie Ervin, Ed.D.

Learners will explore approaches to analyzing data from interpretive and qualitative approaches. Specific focus is given to rigor in interpretive research, including methods to gauge dependability, credibility, confirmability, and transferability. Learners explore how qualitative analysis requires the researcher to analyze data in various ways to make sense of the phenomenon as opposed to predicting or trying to explain a phenomenon.  

• • Read Bhattacherjee, pp. 103-128 – Interpretive Research & Qualitative Analysis 
  • Read Unique Features of Qualitative Research accessible via https://opentextbooks.uregina.ca/foundationsofscoialworkresearch/part/chapter-nine-unique-features-of-qualitative-research/ 

Module 8 – Descriptive and Inferential Statistics – Jamie Ervin, Ed.D. 

Learners examine basic statistical procedures including descriptive statistics (mean, median, mode, distribution, variation, and correlation). Other basic statistical concepts and methods including t-test for analysis of variance (ANOVA) and the analysis of covariance (ANCOVA) are explored. 

• • Read Bhattacherjee, pp. 119-136 – Descriptive and Inferential Statistics 

Module 9 – Analyzing a Research Proposal – Jamie Ervin, Ed.D.

In this module, learners apply information gained throughout the course to analyze a research proposal. Learners will examine a research proposal and identify strengths and areas where the proposal could be improved based upon the learners’ understanding of a strong research proposal. Learners will select a sample proposal to critique. Learners will critique a research proposal.  

• • Read Examples of Research Proposals accessible via https://www.yorksj.ac.uk/study/postgraduate/research/apply/examples-of-research-proposals/ 

Module 10 – Preparing a Research Proposal – Jamie Ervin, Ed.D., Ed.S., M.Ed. 

In this module, learners apply information gained throughout the course to develop a research question that could be used to create a research proposal. Learners will identify a problem, determine a focus, and compose a research question to address the problem statement.  

• Read Bhattacherjee, pp. 20-24 – The Reseach Process 
• Read “How to Write a Problem Statement” accessible from https://www.scribbr.com/research-process/problem-statement/  

LEARNING OUTCOMES 

Course Learning Outcomes (CLOs)

1. Develop a critical understanding of the nature, process, development, and application of effective and ethical research methods.
2. Demonstrate an understanding of key concepts and purposes of qualitative and quantitative research.
3. Demonstrate an understanding of common types of sampling and identify appropriate methods for specific research scenarios.
4. Analyze and evaluate the components of research methods presented in a research proposal.
5. Apply knowledge of ethical research methods, processes, and procedures to develop a strong research question. 

Program Learning Outcomes (PLOs)

1. To develop Learners’ professional competency and skills in Biblical learning theory and leadership practice.
2. To develop Learners’ competency in research and methods in Biblical learning theory and leadership.
3. To integrate Learners’ Biblical worldview and perspective on transformative learning and leadership.
4. To prepare Learners for advanced level coursework. 

CBU Learning Outcomes (CBULOs)

1. Critical Thinking, Problem Solving, and Research – Learners will demonstrate the ability to think critically, solve problems, and conduct interdisciplinary research at a level appropriate to their program.
2. Personal Growth – Learners will understand how learning is related to personal growth, and will be challenged to grow in their thinking, communication, conduct, and engagement with others.
3. Skills Development – Learners will advance in skills related to their area of learning, demonstrating a level of competency appropriate to their program.
4. Social Responsibility – Learners will appreciate the diversity in, and value of others as designed by our Creator and will grow in willingness and capability to serve others.
5. Worldview Applications – Learners will become capable of thinking from a worldview perspective and will understand the relationship of description and prescription, so that they can ground their actions in sound principles. 

ASSIGNMENTS AND GRADING (1000 Points)

• Reading Module Assessments: 50 points each x 10 – 500 Points 
• Module Assessments: 25 points each x 10 – 250 Points: CLO 1,2,3,4,5 / PLO 2,4 / CBULO 3,4 
• Final Course Assessment: 250 Points: CLO 1,2,3,4,5 / PLO 2,4 / CBULO

• Reading Content Assessment: Key Question Response (25 points each x 10) 250 points 
• Each module includes required readings 
• Learners are required to respond to a key question based on the readings 
• Responses may be composed in first or third person but must respond directly to and address all parts of the question posed, CLO 1,2,3,4,5 / PLO 2,4 / CBULO 1,3 

• Module Assessments – 250 Points 
• Each module requires learners to present information covered in the lectures and readings in a video recording
• Learners are required to provide a 10-15 minute video synopsis of the course module content

• Research Proposal Critique: Select one proposal to analyze and evaluate. Identify 3-4 areas of strength and 2-3 areas where improvements may be made to strengthen the proposal. Write a 300 – 500-word critique of the proposal. Include a brief introduction to introduce the focus and purpose of the proposal. (Module 9): CLO 1,2 / PLO 1,2 / CBULO 1,3,4 
• Research Question Presentation: Create a 5-slide presentation to present a research question. Include a description of the process you followed to develop the problem statement and the research question. Include at least three scholarly sources as references to support the development of your research question. (Module 10) CLO 1,3,4,5 / PLO 2,3 / CBULO 1,3,4 
• Course Reflection: Compose a 500-1000 word reflection about your experience in this course. Include at least three ways you will apply the information gained from this course in your academic and professional career. Do you foresee yourself pursuing qualitative or quantitative research now? Why? (Module 10) CLO 3,4,5 / PLO 2,3,4 / CBULO 1,2,3,4,5 

• Final Course Assessment – 250 Points:Learners will select and complete any 1 of the 3 competency assignments. Specifics of the assessment must be preapproved by the mentoring professor:
  1. 1. Practical Engagement Component – a practical social engagement of 3-6 hours applying principles covered in the course, and a 2000-word report discussing: (1) Introduction of the Engagement, (2) Methodology, (3) Summary of What Happened, and (4) Benefits and Implications
     2. Research Component – a research paper comprising 1000-3000 words describing the research process as applied to one of the three following research methods: (1) qualitative, (2) quantitative, or (3) mixed methods. The research paper must include a description of the purpose for the selected method, 3-5 appropriate methodologies for that approach, 3-5 potential data collection and analysis procedures, and a description of the final steps of the research process with regard to the selected process.
     3. Teaching Encounter Component – preparing, delivering, recording, and submitting a 45-60 minute teaching to a live audience or online recording on an approved topic related to the course material

VII. GRADING SCALE 

91-100% A 

81-90% B 

71-80% C 

61-70% D 

0-60% F 

CARNEGIE UNIT CREDIT HOUR EQUIVALENT 

Total Hours of Module Content: 20 hours  

Total Hours of Reading Content: 40 hours 

Total Hours of Minor Assessments: 30 hours 

Total Hours of Major Assessment: 30 hours 

Total Hours of Competency Assessment: 15 hours 

Equivalent of 3 Credit Hour (135 hours of total course time)