SW652 2nd year Doc Stats Course Student, Below you will find a table that delineates a conceptual

l map of the course that highlights the overall understanding, the associated learning goals, and the evidence of learning. It comes directly from the syllabus and I re-iterate it here to contextualize the summary of your work for this course. You also might find some of the language useful when you have to update your learning contract. As you can see from the information below, the course aimed to develop your mastery of intermediate statistics in two ways, conceptually, and technically. Conceptual mastery begins with a capacity to define statistical concepts covered in the course, recognize and draw on those concepts to critically analyze the scientific literature, apply those concepts to your thinking about research and particularly design and methods, and ends (at least in this course) with a demonstrated capacity to apply this learning to your own area of interest. Student, right from the start I thought you demonstrated strong mastery in the first two levels I summarized above. So for me the rest of the course was focused on supporting the development of your mastery in the latter competencies I outlined. In the first assignment it was clear from your writing and from the way in which you organized and presented the requirements of that first assignment that you had a strong foundation for the basics. As the semester progressed I also feel like you showed consistent capacity to take in new information, and fold it into the basic foundation that you started the course with. This sophistication was reflected across all areas designed to capture this competency/learning the statistical definitions and examples, the four blogs, and the critical analysis. In fact, I thought the opportunity to present your research was something you seized and executed to quite well. It was here where the depth of your grasp of statistical concepts, and reasoning really came to light. I have no doubt that you consistently demonstrated the latter levels of understanding across all the assignments required in this course. It was very exciting to listen to the ways your thinking became more sophisticated, and to see in your work how your own thinking and understanding began to voice over the monotonous drone of rehashing statistical definitions found elsewhere. I hope that you can recognize how your own voice was also very present in your critical analysis of your particular area of study; I think that shows your growing capacity to extrapolate the information and generalize the critical and congruent points to your own specific area of interest. This to me is critical as it speaks to the strength and depth with which a person has mastered conceptual understanding and for me, will contribute to sustaining creativity and innovation in the area of knowledge development from a scholarship standpoint. Finally, I think you also made good attempts to reflect and extrapolate your learning in the blogs over the course of the semester. I hope that the structure within these four blogs offers the intended scaffolding to support your work on the next phase of your programming the competency exam. Student, the second and final aspect of mastery in this course that was important to my way of thinking is what I would call technical mastery. This mastery to me reflects ones capacity to navigate the statistical environment in a meaningful, intentional, and creative manner and is reflected in ones ability to manipulate data. For this course, this mastery unfolded within the parameters of the SPSS environment and is reflected in the mini exams, and the practice homework assignments. Again here, I think you showed that you started the course with a strong foundation and that you built on that. You were consistently the higher scorer on the exams, and you also consistently showed much proficiency in use of statistical language and terms in meaningful and not mechanical ways. While the mini exams and assignments were structured in such a way that it allowed you quite a bit of liberty to just learn by practice or what some might say trial and error, I think it was more your own strong foundation and

enthusiasm for challenge and learning that really enabled you to push through the frustration of such open-ended yet very specific assignments in order to show such strong proficiency in the SPSS environment. As I am sure you can see from your own work, that you started off with a strong capacity to summarize the information and data and that you ended the semester demonstrating the ability to summarize the data when relevant, critique the data when necessary, and extrapolate from the data to offer meaningful analysis. While I imagine that this aspect of the course was likely the most frustrating, I hope you can see how much you learned. I am quite inspired by your research interests and really admire your commimtment to practice fidelity in research and scholarship. I wish you the best in all your future work. Tien EVIDENCE Practice 1. Univariate analysis 1. Practice 2. Correlation analysis 2. Practice 3. Grouping analysis 3. Practice 4. Regression analysis 4. SW652 Resource Guide Weekly entries made by the student with the goal of building a course glossary. 5. Critical Reviews For each article you selected, identify the research question, the hypothesis, the variables the author used, how they were operationalized and measured, the analytic plan and the rationale, your critical analysis of each of these, and what this tells you about how you want to conduct your research in this area. (Create your own rubric or use the ones I give you) 6. Four cumulative student reflections about the development of student identity and voice as scholar-practitioner 7. Class participation & 4 mini multiple choice exams Overall Understanding The purpose of a study determines the statistical analysis plan Learning Goals 1. Create research questions and testable hypotheses congruent with their identified area of study and interest. 2. Identify and operationalize variables of interest relative to their research question and hypotheses. 1. Create research questions and testable hypotheses congruent with their identified area of study and interest. 2. Identify and operationalize variables of interest relative to their research question and hypotheses. 3. Screen, clean, and prepare data for analysis. 4. Execute statistical tests covered in this course using SPSS, extract the relevant information from SPSS output, interpret the relevant information and present the findings verbally and Content & Evidence Class 1 and 2 Direct evidence: Practice 1,2,3, and 4, critical reviews Indirect evidence: SW652 Resource Guide Classes 3, 6, 9, 12 Direct evidence: Practice 1, 2, 3, and 4, critical reviews, SW652 Resource Guide, Quizzes Indirect evidence: Student reflections

Research data are organized and manipulated in matrix format and the way that data are measured determines what type of question can be asked

The shape, dispersion (spread), center, and randomness associated with the data form the basis for many assumptions underlying multivariate analyses and inform how we describe data and infer from it. The assumptions underlying multivariate analyses influence the strength, reliability, and validity of the findings

graphically 1. Critically summarize and present some of the gaps in design, methods, and measurement relative to their area of study and hypotheses of interest. 2. Test assumptions across bivariate and multivariate analyses 3. Screen, clean, and prepare data for analysis. 1. Critically summarize and present some of the gaps in design, methods, and measurement relative to their area of study and hypotheses of interest. 2. Test assumptions across bivariate and multivariate analyses 3. Screen, clean, and prepare data for analysis. 1. Critically summarize and present some of the gaps in design, methods, and measurement relative to their area of study and hypotheses of interest. 1. Critically summarize and present some of the gaps in design, methods, and measurement relative to their area of study and hypotheses of interest.

Class 1 and 2 Direct evidence: Practice 1, 2, 3, and 4, critical reviews, SW652 Resource Guide, Quizzes Indirect evidence: Class participation, email questions Class 4 and 5 Direct evidence: Practice 1, 2, 3, and 4, critical reviews, SW652 Resource Guide, Quizzes Indirect evidence: Class participation, email questions Class 2 Direct evidence: Critical reviews Indirect evidence: SW652 Resource Guide, class participation, and email questions Class 2 Direct evidence: Critical reviews Indirect evidence: SW652 Resource Guide, class participation, and email questions Class 7, 8, 10, 11, 13 Direct evidence: Practice 1, 2, 3, and 4, critical reviews, and student reflections Indirect evidence: Class participation

Statistical power, the probability that a significant effect will be observed when it occurs determines how strong the results of a study are Statistical power, sample size, alpha levels (significance levels), and the effect size (how strong is the treatment given the variability in measurement) are mutually dependent; knowing any variation of three of the concepts allows you to determine the fourth. Statistical software programs only compute statistical tests, users must interpret the outcomes and examine the quality of the evidence

1. Create research questions and testable hypotheses congruent with their identified area of study and interest. 2. Identify and operationalize variables of interest relative to their research question and hypotheses. 3. Critically summarize and present some of the gaps in design, methods, and measurement relative to their area of study and hypotheses of interest.

Research in social work is a practice endeavor and must therefore be guided by standards of ethics.

1. Create research questions and testable hypotheses congruent with their identified area of study and interest. 2. Identify and operationalize variables of interest relative to their research question and hypotheses. 3. Critically summarize and present some of the gaps in design, methods, and measurement relative to their area of study and hypotheses of interest. 4. Execute statistical tests covered in this course using SPSS, extract the relevant information from SPSS output, interpret the relevant information and present the findings verbally and graphically

All classes Direct evidence: Practice 1, 2, 3, and 4, critical reviews, and student reflections Indirect evidence: Class participation, and email questions