Shawn D. Ginther, M.S.W, Ph.D - Department of Social Work

SW 400W
Research Methods in Social Work

Overview:
This writing-intensive course builds on foundational Dragon Core curricula in its study of social work research methods (designs and processes). Methods include assessing problems, posing research questions, applying theory, analyzing and presenting data, and monitoring and evaluating social work interventions.

Prerequisite: SW 250, SW330, and admission.

Tasks to complete before our first class session:
To prepare for our first meeting, please complete two tasks. First, visit an agency of interest and get a brochure and other reading materials about their mission, goals, objectives, clients, services, client outcomes, etc. Because these reading materials will guide your work this term, please ensure that the agency is one you want to study in-depth. It may even be a potential internship site. Second, read for the first week these materials and review our first worksheet (WS#1).

Academic Honesty and Student Conduct
Attendance
Curricular Context
Description
Goal
Grading Policy
Late Assignments
Library Literature Search Link 1
Listserv
Logistics
Principal Reading Materials
Professional Expectations
Requirements
Research Round Table
Resources
Teaching Methods
Writing Intensive Orientation

Academic Honesty:
Each student will be held to MSUM's high standards regarding academic honesty and student conduct. Therefore, each student is expected to review MSUM's policy on each: Academic Honesty and Student Conduct. Violations of these standards will be addressed according to MSUM procedures. Each student will also be held to our profession's behavioral standards as outlined in the NASW Code of Ethics and the School of Social Work Student Handbook. Please carefully review these professional standards and note their role in your formative evaluation while in our program.
Back To Top

Attendance:
Attendance is crucial to your success in SW400. Because you are becoming human service professionals, attendance is expected. Indeed, students who do not attend class do not perform as well on class assignments, and professionals who routinely miss appointments, work deadlines, etc. do not remain employed!
Back To Top

Professional Expectation:
Just as licensed professionals must meet various professional expectations in their practice settings, Social Work 400 places professional expectations on both the instructor and students. (see the Student Conduct Code referenced above)

INSTRUCTOR: The instructor pledges to come to class prepared to study with students the materials for each week. The instructor also pledges to provide professional quality materials (i.e., content and appearance). And the professor pledges to conduct himself professionally at all times.

STUDENTS: As this is a university setting, students must ready themselves for competent and critical discourse of assigned materials prior to each class meeting.* Students must submit professional quality work (i.e., content and appearance) at all times. Submitted work that is less than professional quality will not be graded and cannot be rewritten. Students must not hold independent and/or personal conversations during class sessions as these are very disruptive to class processes. Students must respect those who hold the floor at any given time in order to ensure a safe and productive learning environment. No cell phones are permitted in class. Finally, the instructor will expel from class any student chronically violating the above policies.

(See also student professional conduct expectations outlined in the Social Work Department Student Handbook), as well as the Formative Evaluation Process used in the School of Social Work.)

*Students must read all materials listed for a given week read prior to that week in anticipation of critical, in-depth discussions. Critical thinking is defined in Social Work 400 as the careful examination of beliefs and actions that ideally leads to creative opinions or conclusions that form the basis for professional action. Critical thinking skills are developed via the deliberate, judicious, and methodical evaluation -- both verbally ( class discussions ) and in writing ( research report & examination ) -- of our class material's logic, assumptions, stated conclusions, and practice relevance. To assist students in meeting these expectations, Social Work 400 enables students to develop their critical thinking skills and writing ability since both are germane to social work research and professional social work practice in formal institutional and community-based settings.
Back To Top

Curricular Context:
Generalist social work practice is the critical application of an eclectic knowledge base, professional values, and numerous culturally competent skills in a planned change process at any system level. Under the rubric of social work research methods, Social Work 400 provides foundational research curricula that prepare majors for additional practice assessment and program evaluation skills-building taught in subsequent coursework (i.e., the practice sequence: SW420, SW430, SW440, SW450; Social Policy: SW460; Field Internship: SW469; and Senior Seminar: SW470). Social Work 400 and subsequent curricula enable social work graduates to assess their post-baccalaureate generalist social work practice, and evaluate their program context as needed.
Back To Top

Description:
Social Work 400 integrates professional writing and statistical knowledge into the study of Research Methods in Social Work to enable pre-professional generalist social work students to understand how social work research provides an empirical-basis for licensed professional generalist social work practice. This class enables students to engage in evidence-based generalist social work practice; that is, locate and evaluate relevant published research studies in order to empirically inform their own post-baccalaureate work. Attention is paid to how generalist social workers use research to guide their delivery of quality services (e.g., evaluate professional practice, conduct outcome assessment and program evaluation, and build on existing practice knowledge). Qualitative research topics covered include dramaturligical interviewing, various observation methods, focus groups, ethnography, action research, unobtrusive methods, historiography, case studies, and content analysis. Quantitative research topics covered include social service program evaluation (e.g., group comparisons - experimental , quasi-experimental , and pre-experimental designs); survey designs (e.g., cross-sectional, longitudinal, and causal-comparative approaches); and social work practice assessment (small sample analysis and single subject designs). Students will learn about research problem identification; practice research theory and hypothesis articulation; research plan development and explication; instrumentation; research design implementation; data processing, management, analysis, and presentation; and publication & dissemination strategies. Ethical research practice is continually stressed, and special attention is provided to doing research with diverse and vulnerable populations.
Back To Top

Writing Intensive Orientation:

Social work professionals must write clearly, precisely, succinctly, and technically. Thus, SW400 is a required writing-intensive course that uses "writing-to-learn" processes to help you become a professional writer and competent consumer and purveyor of social work research. SW400 informally and formally integrates technical human service writing with course content to advance your knowledge, skills, and perspectives gained from Dragon Core curricula and other social work courses and prerequisites, to help you understand social work research methods (e.g., generalist practice assessment and human service program evaluation). Throughout the semester you will complete short, unscheduled, and ungraded writing assignments to advance learning and professional self-expression. You will also complete five separate series of WI worksheets that sequentially integrate unit-specific class materials. From these, you will complete five separate writing assignments where each is uniquely organized, drafted, revised, peer edited, re-revised, then graded. You must use and provide peer consultation via a dyadic "editing buddy" system. Each assignment will require that you locate, read, analyze, evaluate, synthesize, and appropriately and ethically integrate into your written products diverse primary and secondary professional human service literatures using the APA formatting system. These five individual assignments must be logical, engaging, grammatically and mechanically sound, and professional in appearance. These assignments require writing, editing, reorganization, etc., and are the basis for the evidence-based practice assessment project you will independently complete during practicum (SW469) and senior seminar (SW470). In every instance you must consult frequently with this instructor during the semester.

NOTE 1: All writing will be processed in this class in various ways. For example, students will share their work with their individual colleagues, in small cooperative learning groups, and with the entire class at various times this semester for learning purposes.
NOTE 2: All final papers will be in the front office to be retrieved by the end of the second week of the following semester. Unclaimed papers will be recycled that following Monday.

Back To Top

Goal:
The cardinal goal in Social Work 400 is to use a 'writing-to-learn' pedagogy to enable pre-professional generalist social work students to be competent consumers and purveyors of research on multiple levels in their professional setting.
Back To Top

Logistics:
Course IDs: 1477
Meetings: MW: 3:00-4:15
Room: CB 212
Faculty: S. D. Ginther, M.S.W., Ph.D .
School Web Page
Office Hours
Back To Top

Requirements:
To accomplish the above goal, formal class requirements are:

• Article Reviews;
• Worksheets;

• Student Editing Assignments;

• Term Paper with multiple drafts.

NOTE: All final papers will be in the front office to be retrieved by the end of the second week of the following semester. Unclaimed papers will be recycled that following Monday.

Your final semester grade will be your percentage of the sum of the above scores.
Back To Top

Late Assignments:

As a pre-professional university student in a CSWE-accredited social work program, it is imperative to be on time when submitting work. For example, imagine being negligent in providing timely court reports, administrative documents, case notes, progress reports, grant applications, etc. Indeed, each of these documents will have strict submission deadlines, and employees who do not meet these deadlines will not remain employed. Moreover, not meeting deadlines on behalf of clients who depend on us has serious ethical implications! Therefore, as part of your professional training the following pertain:

• A late assignment is one that is provided after it is officially collected in class;
• I will grant extensions for genuine life emergencies, but plan ahead;
• No faxed or mailed assignments will be accepted for any reason!

In case of university closure due to weather, the due date will become the next official business day. To avoid penalty under this policy, please Print out completed assignments well before the due date!! This will allow you time to attend to emergencies!
Back To Top

Grading Policy:
The following grading scheme will be used for all academic credit:

A = 90 - 100%
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 00 - 59

REMEMBER: Poorly written, late, and unprofessional work will not be graded! All final papers will be in the front office to be retrieved by the end of the second week of the following semester. Unclaimed papers will be recycled that following Monday.
Back To Top

Listserv:
The professor will use a Listserv in SW400 to facilitate group communication outside of class. Please send an email to sginther@mnstate.edu asking to be enrolled. While enrollment is not mandatory, please note that you will miss important announcements should you choose not to be enrolled.
Back To Top

Principal Reading Materials:
• Royse, D. (2008). Research methods in social work (5th ed.). Belmont, CA: Thompson Higher Education.

Additional Resources
• APA. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.
• Becker, P.C. (2002). Statistical portrait of the United States: Social conditions & trends. Lanham, MD: Bernan Press.
• Borgetta, E.F., & Montgomery, R. J.V. (2000). Encyclopedia of sociology (2nd ed.). New York, NY: Macmillan Reference (Reference).
• Boyle, S., Hull, G., Mather, J., Smith, L., & Farley, O. (2006). Direct practice in social work. (Ch 2) Boston, MA: Pearson Education (Library reserve).
• Caputo, R.K. (1991). Welfare and freedom American style: The role of the federal government, 1900-1940. Lanham, MD: University Press of America.
• Carter, S. et al. (2006). Historical statistics of the United States. New York, NY: Cambridge University Press (Reference).
• Dood, D.B. (1993). Historical statistics of the states of United States. Westport, CT: Greenwood Press (Reference).
• Farnsworth-Riche, M., & Gaqyin, D.A. (2003). The who, what, and where of America. Lanham, MD: Bernan Press (Reference).
• Fernandez-Ballesteros, R. (2003). Encyclopedia of psychological Assessment. Thousand Oaks, CA: Sage Publications (Reference).
• Ginberg, L. (1995). Social Work Almanac. Washington, DC: NASW Press (Reference).
• Grey House Publishing (2006-7). America's top rated smaller cities. Millerton, NY: Grey House Publishing.
• Hamilton, N.A. (2002). American social leaders & activists. New York, NY: Facts on file, Inc.
• Herrick, J.M., & Stuart, P.H. (2005). Encyclopedia of social welfare history in North America. Thousand Oaks, CA: Sage Publications (Reference).
• Horner, L.L. (2003). Almanac of the 50 States. Palo Alto, CA: Information Publications (Reference).
• Kagan, J. (1998). Gale encyclopedia of childhood and adolescence. Detroit, MI: Gale publishing (Reference).
• Kazdin, A. (Ed.) (2000). Encyclopedia of psychology. New York: Oxford.
• Kuper, A., & Kuper, J. (1996). The social science encyclopedia (2nd ed.). New York, NY: Routledge Publishers (Reference).
• Manstead, A.S.R., & Hewstone, M. (1995). The Blackwell encyclopedia of social psychology. Oxford, UK: Blackwell Publishing (Reference).
• NASW Code of Ethics. ( The NASW Web Page).
• NASW (2008). Encyclopedia of social work (20th ed.). Washington, DC: NASW. (The library, the department, or on the NASW Web Page).
• NASW (1995). Social work abstracts. Washington, DC: National Association of Social Workers. (The library).
• NASW (2003). Social work dictionary (5th ed.). Washington, DC: NASW Press. (The library, the department, or the NASW Web Page).
• NASW (2000). Social work speaks: NASW policy statements. Washington, DC: NASW Press. (Library reserve).
• O'Leary-Morgan, K., & Morgan, S. (2007). State rankings 2007. Lawrence, KS: Morgan Quitno (Reference).
• Roberts, A.R., & Greene, G.J. (2002). Social workers' desk reference. New York, NY: Oxford University Press (Reference).
• Roeckelein, J.E. (1998). Dictionary of theories, laws, and concepts in psychology. Westport, CT: Greenwood Press (Reference).
• Schulze, S. (1985). Population information in twentieth century census. Phoenix, AZ: Oryx Press (Reference).
• Shearfor, B., & Horejsi, C. (2006). Techniques & guidelines for social work practice (7ed.). (Ch 6) Boston, MA: Pearson Education (Library reserve).
• Shumsky, N.L. (1998). Encyclopedia of urban America. Santa Barbara, CA: ABC-CLIO (Reference).
• Smelser, N. J., & Baltes, P. B. (2001). International encyclopedia of the social & behavioral sciences. Oxford, UK: Elsevier Science, Ltd. (Reference).
• Trattner, W.I. (1986). Biographical dictionary of social welfare in America. New York, NY: Greenwood Press (Reference).
• U.S.Census Bureau (2007). Statistical Abstract of the United States. Washington, DC: U.S. Bureau of the Census (Reference).
• U.S.Census Bureau (2007). County and city data book. Washington, DC: U.S. Bureau of the Census (Reference).
• U.S.Census Bureau (2006). State and metropolitan area data book. Washington, DC: U.S. Bureau of the Census (Reference).
• U.S.Census Bureau (2006). Census of government finance. Washington, DC: U.S. Bureau of the Census (web link).
• Wendel, H.F. et al. (2002). State profiles: The population and economy of each U.S. state. Lanham, MD: Bernan Press (Reference).
• Wendel, H.F., & Wendel, C.S. (2006). Vital statistics of the United States. Lanham, MD: Bernan Press (Reference).
• Wilson, R.A., & Keil, F.C. (1999). The MIT encyclopedia of the cognitive sciences. Cambridge, MA: The MIT Press (Reference).

Back To Top

Teaching Methods:
Social Work 400 utilize lectures, class readings, cooperative learning group work, videos, experiential exercises, worksheets, classroom assessment techniques, and writing assignments to achieve the course goals. This Social Work 400 professor will then evaluate completed assignments to measure student learner outcomes relative to stated learning goals.
Back To Top



	SW 400W Research Methods in Social Work Overview: This writing-intensive course builds on foundational Dragon Core curricula in its study of social work research methods (designs and processes). Methods include assessing problems, posing research questions, applying theory, analyzing and presenting data, and monitoring and evaluating social work interventions. Prerequisite: SW 250, SW330, and admission. Tasks to complete before our first class session: To prepare for our first meeting, please complete two tasks. First, visit an agency of interest and get a brochure and other reading materials about their mission, goals, objectives, clients, services, client outcomes, etc. Because these reading materials will guide your work this term, please ensure that the agency is one you want to study in-depth. It may even be a potential internship site. Second, read for the first week these materials and review our first worksheet (WS#1). Academic Honesty and Student Conduct Attendance Curricular Context Description Goal Grading Policy Late Assignments Library Literature Search Link 1 Listserv Logistics Principal Reading Materials Professional Expectations Requirements Research Round Table Resources Teaching Methods Writing Intensive Orientation Academic Honesty: Each student will be held to MSUM's high standards regarding academic honesty and student conduct. Therefore, each student is expected to review MSUM's policy on each: Academic Honesty and Student Conduct. Violations of these standards will be addressed according to MSUM procedures. Each student will also be held to our profession's behavioral standards as outlined in the NASW Code of Ethics and the School of Social Work Student Handbook. Please carefully review these professional standards and note their role in your formative evaluation while in our program. Back To Top Attendance: Attendance is crucial to your success in SW400. Because you are becoming human service professionals, attendance is expected. Indeed, students who do not attend class do not perform as well on class assignments, and professionals who routinely miss appointments, work deadlines, etc. do not remain employed! Back To Top Professional Expectation: Just as licensed professionals must meet various professional expectations in their practice settings, Social Work 400 places professional expectations on both the instructor and students. (see the Student Conduct Code referenced above) INSTRUCTOR: The instructor pledges to come to class prepared to study with students the materials for each week. The instructor also pledges to provide professional quality materials (i.e., content and appearance). And the professor pledges to conduct himself professionally at all times. STUDENTS: As this is a university setting, students must ready themselves for competent and critical discourse of assigned materials prior to each class meeting.* Students must submit professional quality work (i.e., content and appearance) at all times. Submitted work that is less than professional quality will not be graded and cannot be rewritten. Students must not hold independent and/or personal conversations during class sessions as these are very disruptive to class processes. Students must respect those who hold the floor at any given time in order to ensure a safe and productive learning environment. No cell phones are permitted in class. Finally, the instructor will expel from class any student chronically violating the above policies. (See also student professional conduct expectations outlined in the Social Work Department Student Handbook), as well as the Formative Evaluation Process used in the School of Social Work.) Students must read all materials listed for a given week read prior to that week in anticipation of critical, in-depth discussions. Critical thinking is defined in Social Work 400 as the careful examination of beliefs and actions that ideally leads to creative opinions or conclusions that form the basis for professional action. Critical thinking skills are developed via the deliberate, judicious, and methodical evaluation -- both verbally ( class discussions* ) and in writing ( research report & examination ) -- of our class material's logic, assumptions, stated conclusions, and practice relevance. To assist students in meeting these expectations, Social Work 400 enables students to develop their critical thinking skills and writing ability since both are germane to social work research and professional social work practice in formal institutional and community-based settings. Back To Top Curricular Context: Generalist social work practice is the critical application of an eclectic knowledge base, professional values, and numerous culturally competent skills in a planned change process at any system level. Under the rubric of social work research methods, Social Work 400 provides foundational research curricula that prepare majors for additional practice assessment and program evaluation skills-building taught in subsequent coursework (i.e., the practice sequence: SW420, SW430, SW440, SW450; Social Policy: SW460; Field Internship: SW469; and Senior Seminar: SW470). Social Work 400 and subsequent curricula enable social work graduates to assess their post-baccalaureate generalist social work practice, and evaluate their program context as needed. Back To Top Description: Social Work 400 integrates professional writing and statistical knowledge into the study of Research Methods in Social Work to enable pre-professional generalist social work students to understand how social work research provides an empirical-basis for licensed professional generalist social work practice. This class enables students to engage in evidence-based generalist social work practice; that is, locate and evaluate relevant published research studies in order to empirically inform their own post-baccalaureate work. Attention is paid to how generalist social workers use research to guide their delivery of quality services (e.g., evaluate professional practice, conduct outcome assessment and program evaluation, and build on existing practice knowledge). Qualitative research topics covered include dramaturligical interviewing, various observation methods, focus groups, ethnography, action research, unobtrusive methods, historiography, case studies, and content analysis. Quantitative research topics covered include social service program evaluation (e.g., group comparisons - experimental , quasi-experimental , and pre-experimental designs); survey designs (e.g., cross-sectional, longitudinal, and causal-comparative approaches); and social work practice assessment (small sample analysis and single subject designs). Students will learn about research problem identification; practice research theory and hypothesis articulation; research plan development and explication; instrumentation; research design implementation; data processing, management, analysis, and presentation; and publication & dissemination strategies. Ethical research practice is continually stressed, and special attention is provided to doing research with diverse and vulnerable populations. Back To Top Writing Intensive Orientation: Social work professionals must write clearly, precisely, succinctly, and technically. Thus, SW400 is a required writing-intensive course that uses "writing-to-learn" processes to help you become a professional writer and competent consumer and purveyor of social work research. SW400 informally and formally integrates technical human service writing with course content to advance your knowledge, skills, and perspectives gained from Dragon Core curricula and other social work courses and prerequisites, to help you understand social work research methods (e.g., generalist practice assessment and human service program evaluation). Throughout the semester you will complete short, unscheduled, and ungraded writing assignments to advance learning and professional self-expression. You will also complete five separate series of WI worksheets that sequentially integrate unit-specific class materials. From these, you will complete five separate writing assignments where each is uniquely organized, drafted, revised, peer edited, re-revised, then graded. You must use and provide peer consultation via a dyadic "editing buddy" system. Each assignment will require that you locate, read, analyze, evaluate, synthesize, and appropriately and ethically integrate into your written products diverse primary and secondary professional human service literatures using the APA formatting system. These five individual assignments must be logical, engaging, grammatically and mechanically sound, and professional in appearance. These assignments require writing, editing, reorganization, etc., and are the basis for the evidence-based practice assessment project you will independently complete during practicum (SW469) and senior seminar (SW470). In every instance you must consult frequently with this instructor during the semester. NOTE 1: All writing will be processed in this class in various ways. For example, students will share their work with their individual colleagues, in small cooperative learning groups, and with the entire class at various times this semester for learning purposes. NOTE 2: All final papers will be in the front office to be retrieved by the end of the second week of the following semester. Unclaimed papers will be recycled that following Monday. Back To Top Goal: The cardinal goal in Social Work 400 is to use a 'writing-to-learn' pedagogy to enable pre-professional generalist social work students to be competent consumers and purveyors of research on multiple levels in their professional setting. Back To Top Logistics: Course IDs: 1477 Meetings: MW: 3:00-4:15 Room: CB 212 Faculty: S. D. Ginther, M.S.W., Ph.D . School Web Page Office Hours Back To Top Requirements: To accomplish the above goal, formal class requirements are: • Article Reviews; • Worksheets; • Student Editing Assignments; • Term Paper with multiple drafts. NOTE: All final papers will be in the front office to be retrieved by the end of the second week of the following semester. Unclaimed papers will be recycled that following Monday. Your final semester grade will be your percentage of the sum of the above scores. Back To Top Late Assignments: As a pre-professional university student in a CSWE-accredited social work program, it is imperative to be on time when submitting work. For example, imagine being negligent in providing timely court reports, administrative documents, case notes, progress reports, grant applications, etc. Indeed, each of these documents will have strict submission deadlines, and employees who do not meet these deadlines will not remain employed. Moreover, not meeting deadlines on behalf of clients who depend on us has serious ethical implications! Therefore, as part of your professional training the following pertain: • A late assignment is one that is provided after it is officially collected in class; • I will grant extensions for genuine life emergencies, but plan ahead; • No faxed or mailed assignments will be accepted for any reason! In case of university closure due to weather, the due date will become the next official business day. To avoid penalty under this policy, please Print out completed assignments well before the due date!! This will allow you time to attend to emergencies! Back To Top Grading Policy: The following grading scheme will be used for all academic credit: A = 90 - 100% B = 80 - 89 C = 70 - 79 D = 60 - 69 F = 00 - 59 REMEMBER: Poorly written, late, and unprofessional work will not be graded! All final papers will be in the front office to be retrieved by the end of the second week of the following semester. Unclaimed papers will be recycled that following Monday. Back To Top Listserv: The professor will use a Listserv in SW400 to facilitate group communication outside of class. Please send an email to sginther@mnstate.edu asking to be enrolled. While enrollment is not mandatory, please note that you will miss important announcements should you choose not to be enrolled. Back To Top Principal Reading Materials: • Royse, D. (2008). Research methods in social work (5th ed.). Belmont, CA: Thompson Higher Education. Additional Resources • APA. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association. • Becker, P.C. (2002). Statistical portrait of the United States: Social conditions & trends. Lanham, MD: Bernan Press. • Borgetta, E.F., & Montgomery, R. J.V. (2000). Encyclopedia of sociology (2nd ed.). New York, NY: Macmillan Reference (Reference). • Boyle, S., Hull, G., Mather, J., Smith, L., & Farley, O. (2006). Direct practice in social work. (Ch 2) Boston, MA: Pearson Education (Library reserve). • Caputo, R.K. (1991). Welfare and freedom American style: The role of the federal government, 1900-1940. Lanham, MD: University Press of America. • Carter, S. et al. (2006). Historical statistics of the United States. New York, NY: Cambridge University Press (Reference). • Dood, D.B. (1993). Historical statistics of the states of United States. Westport, CT: Greenwood Press (Reference). • Farnsworth-Riche, M., & Gaqyin, D.A. (2003). The who, what, and where of America. Lanham, MD: Bernan Press (Reference). • Fernandez-Ballesteros, R. (2003). Encyclopedia of psychological Assessment. Thousand Oaks, CA: Sage Publications (Reference). • Ginberg, L. (1995). Social Work Almanac. Washington, DC: NASW Press (Reference). • Grey House Publishing (2006-7). America's top rated smaller cities. Millerton, NY: Grey House Publishing. • Hamilton, N.A. (2002). American social leaders & activists. New York, NY: Facts on file, Inc. • Herrick, J.M., & Stuart, P.H. (2005). Encyclopedia of social welfare history in North America. Thousand Oaks, CA: Sage Publications (Reference). • Horner, L.L. (2003). Almanac of the 50 States. Palo Alto, CA: Information Publications (Reference). • Kagan, J. (1998). Gale encyclopedia of childhood and adolescence. Detroit, MI: Gale publishing (Reference). • Kazdin, A. (Ed.) (2000). Encyclopedia of psychology. New York: Oxford. • Kuper, A., & Kuper, J. (1996). The social science encyclopedia (2nd ed.). New York, NY: Routledge Publishers (Reference). • Manstead, A.S.R., & Hewstone, M. (1995). The Blackwell encyclopedia of social psychology. Oxford, UK: Blackwell Publishing (Reference). • NASW Code of Ethics. ( The NASW Web Page). • NASW (2008). Encyclopedia of social work (20th ed.). Washington, DC: NASW. (The library, the department, or on the NASW Web Page). • NASW (1995). Social work abstracts. Washington, DC: National Association of Social Workers. (The library). • NASW (2003). Social work dictionary (5th ed.). Washington, DC: NASW Press. (The library, the department, or the NASW Web Page). • NASW (2000). Social work speaks: NASW policy statements. Washington, DC: NASW Press. (Library reserve). • O'Leary-Morgan, K., & Morgan, S. (2007). State rankings 2007. Lawrence, KS: Morgan Quitno (Reference). • Roberts, A.R., & Greene, G.J. (2002). Social workers' desk reference. New York, NY: Oxford University Press (Reference). • Roeckelein, J.E. (1998). Dictionary of theories, laws, and concepts in psychology. Westport, CT: Greenwood Press (Reference). • Schulze, S. (1985). Population information in twentieth century census. Phoenix, AZ: Oryx Press (Reference). • Shearfor, B., & Horejsi, C. (2006). Techniques & guidelines for social work practice (7ed.). (Ch 6) Boston, MA: Pearson Education (Library reserve). • Shumsky, N.L. (1998). Encyclopedia of urban America. Santa Barbara, CA: ABC-CLIO (Reference). • Smelser, N. J., & Baltes, P. B. (2001). International encyclopedia of the social & behavioral sciences. Oxford, UK: Elsevier Science, Ltd. (Reference). • Trattner, W.I. (1986). Biographical dictionary of social welfare in America. New York, NY: Greenwood Press (Reference). • U.S.Census Bureau (2007). Statistical Abstract of the United States. Washington, DC: U.S. Bureau of the Census (Reference). • U.S.Census Bureau (2007). County and city data book. Washington, DC: U.S. Bureau of the Census (Reference). • U.S.Census Bureau (2006). State and metropolitan area data book. Washington, DC: U.S. Bureau of the Census (Reference). • U.S.Census Bureau (2006). Census of government finance. Washington, DC: U.S. Bureau of the Census (web link). • Wendel, H.F. et al. (2002). State profiles: The population and economy of each U.S. state. Lanham, MD: Bernan Press (Reference). • Wendel, H.F., & Wendel, C.S. (2006). Vital statistics of the United States. Lanham, MD: Bernan Press (Reference). • Wilson, R.A., & Keil, F.C. (1999). The MIT encyclopedia of the cognitive sciences. Cambridge, MA: The MIT Press (Reference). Back To Top Teaching Methods: Social Work 400 utilize lectures, class readings, cooperative learning group work, videos, experiential exercises, worksheets, classroom assessment techniques, and writing assignments to achieve the course goals. This Social Work 400 professor will then evaluate completed assignments to measure student learner outcomes relative to stated learning goals. Back To Top


A member of the Minnesota State Colleges and Universities System an equal opportunity educator and employer \| Accessibility Questions? Contact us \| Updated 7/11/06 MSU Moorhead \| 1104 7th Ave South \| Moorhead, MN 56563 \| 1.800.593.7246 home \| social work \| msum \| about \| attendance \| semester schedule \| office hours academic advising \| student handbook \| student services \| class links