HR 5023-494 Research Methods in Human Relations

This course is designed to provide basic skills in statistical methods, data analysis and evaluation, as well as an introduction to the concepts of research design, methodology, sampling techniques, measurement, and internal/external validity. This will involve students using skills necessary to design and implement an applied research project related to their areas of concentration in Human Relations. The methodological approaches covered in this course are varied and include a wide range of social science orientations. Emphasis will be placed on students’ understanding of research methods and becoming critical consumers of research. This course will also offer critical analysis of the statistical and research methods utilized in research studies.

This is a three-credit hour online course. Please see your local Site Director or email our online site coordinator at [email protected]

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online

All official correspondence from instructors will be sent only to students’ ou.edu address.

Email Account and Canvas: Students are expected to check their OU email accounts and the course site on Canvas daily for updates from the instructor

The College of Arts and Sciences offers an online orientation for students who are enrolled in online or blended courses. The purpose of the orientation is to ensure that students are well prepared both technically and practically to take online courses. The orientation can be found on their website at: http://www.ou.edu/content/cas/online/student-online-orientation.html

The College of Arts and Sciences Online and Academic Technology Services office is here to assist you with any questions, problems, or concerns you may have. For assistance visit their website at http://www.ou.edu/content/cas/online/student-information.html or contact them by telephone at: (405) 325-5854 or email: [email protected]

• To provide an understanding of various statistical and research methods and an understanding of the ways in which these methods can be appropriately applied;
• To provide an opportunity to learn basic statistical procedures (basic descriptive and inferential statistics) useful in summarizing and analyzing data;
• To provide an understanding of quantitative and qualitative research methods and appropriate utilization;
• To provide an understanding of the issues of validity and reliability;
• To provide the student with basic knowledge related to different types of research designs and program evaluation;
• To provide the student with the knowledge to critically evaluate research projects;
• To provide the ability to develop a research question/research proposal with hypotheses;
• To discuss the ethical considerations in research with human subjects.

All communication for this course will take place via Canvas.

Checking Canvas:

Regular updates and relevant information regarding the course will be posted to the “announcements” page on Canvas (that is the main page you access when you first log on). This will include module-specific information and updates. In order that you ensure that you do not miss any new information of relevance to the course, you will be responsible for checking the “announcements” page at least once each week.

All course content and materials will be accessed via the Canvas site under the “modules” tab.  Required readings, quizzes, assignments, and grading rubrics will be organized on Canvas under the weekly modules. There will be a separate module for each of the eighteen weeks of the course. Finally, all assignments are due in the relevant “assignment” submission folder. Please note that all deadlines for assignments are 11:59 PM CST.

Exams (100 points each):

There will be two exams primarily comprised of material presented in lecture slides and the text, and will be multiple choice.

Group Research Paper (150 points)

In groups of approximately two-three, students will write a research paper that will consist of a title page (10 points), abstract (10 points), introduction (30 points), literature review (30 points), methodology (30 points), data analysis (30 points) and reference section (10 points) describing an applied research project. This will be presented in APA format and deadlines (as stated in the Tentative Course Schedule) must be adhered to. Five points will be deducted for each day an assignment is late.

Most universities have a writing center, a place for students, faculty, and staff to meet and talk about writing. The ConocoPhillips Writing Center here at OU is a resource I encourage you to use. As a writer you will want to seek feedback from many different readers. The writing consultants at the writing center are able to talk with you about your writing--at any stage in the process and for any course you are taking.

You can make an appointment (online or by phone) and you can drop in whenever they are open. I urge you to visit the web site for more information: www.ou.edu/writingcenter.

Evaluation of Group Member Participation (25 points):

Upon turning in your final section of the Group Research Proposal Paper, each student will be required to fill-out an “Evaluation of Group Member Participation” form for themselves and each member of their research group. Scores for an individual will be based on an average score received from group members.

Research Ethics Education (25 points):

The goal of this assignment is to better acquaint students with basic ethical principles that underlie conducting research with human subjects. The Collaborative Institutional Training Initiative (CITI) provides “research ethics education to all members of the research community.” Login to the CITI home page – http://www.citiprogram.org/ you will need to create a login ID). Complete all of the Social and Behavioral Science Modules and quizzes to earn CITI certification.

The final product with be the CITI completion report, which students may submit as a Word, PDF, or an .html file in its corresponding Canvas assignment. Students must receive at least a 70% average on the subtests to receive credit; students may complete subtests as many times as desired.

Attendance Quizzes (100 points):

After the first week of the course, attendance will be worth a total of 10 points. That is, you may receive up to 10 points on 12 quizzes by successfully answering 10 multiple-choice or true/false questions (1- point each) related to the material presented that week. Likewise, if you fail to complete a specific week’s quiz, you will not earn the 10 points. Students’ 2 lowest quiz scores will be dropped prior to calculating their final grade in the course.

This is a letter-graded course: A, B, C, D, or F. Students will be graded on:

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

If you experience technical problems, contact Information Technology by visiting their website at: http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access the material.

Procedures for Completion of Course Evaluation: 

Upon completion of the course students should go to the Advanced Programs Online Learning Information webpage and click on the applicable semester link under “Online Course Evaluation” which will direct them to the evaluation.  The evaluation will take approximately five minutes to complete.  Completion of the online evaluation is an important tool allowing Advanced Programs to gain information and student feedback for improvement of courses.

Your responses will be kept confidential.  They will be reviewed by the department and only supplied to the professor once grades for the course have been submitted.

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access material. Please contact your local the IT Help desk at 405-325-HELP if you require assistance.  IT is available 24/7

Statement about the MHR Program Planner and Human Relations Website

Students should become familiar with the MHR Program Planner that was sent to each student upon admission into the program.  The planner has a description of the HR program objectives and requirements, suggestions for graduate study, financial assistance, and graduation information. Of particular interest is the information on the comprehensive exams and the internship.  For further information please visit the Department of Human Relations Website at: http://www.ou.edu/cas/hr

Reasonable Accommodation Statement

The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities.  Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.  Students with disabilities must be registered with the Office of Disability Services prior to receiving accommodations in this course.  The Office of Disability Services is located in Goddard Health Center, Suite 166, phone 405-325-3852 or TDD only 405-325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html

Civility/Inclusivity Statement:

We understand our members represent a rich variety of backgrounds and perspectives. The Human Relations Department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:

• share their unique experiences, values and beliefs
• be open to the views of others
• honor the uniqueness of their colleagues
• appreciate the opportunity we have to learn from each other in this community
• value each other’s opinions and communicate in a respectful manner
• keep confidential discussions the community has of a personal (or professional) nature
• use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the University of Oklahoma community.

Religious Holidays

It is the policy of the University to excuse absences of students that result from religious observances and to provide without a penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays, without penalty.

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html. 

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at [email protected] or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/

Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.

Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

INSTRUCTOR VITA

Shannon S.C. Bert, Ph.D.

Education

• 2001 BA in Psychology, University of Oklahoma
• 2004 MA in Developmental Psychology, University of Notre Dame
• 2006 D. in Developmental Psychology, University of Notre Dame

• 2005 – 2007      Postdoctoral Fellowship, Georgetown University

Current Positions

• 2012 – Present Associate Professor - Department of Human Relations, University of Oklahoma, Norman, OK.
• 2012 – Present Advanced Programs Liaison - Department of Human Relations, University of Oklahoma, Norman, OK.
• 2008 – Present Graduate Program Instructor - Advanced Programs, Department of Human Relations, University of Oklahoma, Norman, OK.

Frequently Taught Advanced Programs Courses

• HR 5403 Psycho-Social Development
• HR 5023 Research in Human Relations
• HR 5743 Violence Against Women and Children
• HR 5713 Women, Work and the Family
• HR 5013 Current Problems in Human Relations
• HR 5970 Special topics/Seminar: The Prevention/Intervention of Critical Social Issue

Major Areas of Teaching and Research Interest

• Developmental Theory
• Applied Research Methods and Advanced Research Methods
• Research for Human Relations
• Protective Factors and Resilience
• Biracial/Multiracial Identity Development
• Prevention and Intervention Programs for Disadvantaged Populations
• Emergent Adulthood
• Current Problems
• Violence Against Women and Children
• Women, Work, and the Family

Representative Publications and Presentations

Refereed Publications

• Bert, S.C., & Farris, J. R. (2016). Motherhood. In R.J.R. Levesque (Ed.), Encyclopedia of Adolescence. Springer International Publishing Switzerland.
• Farris, J.R., Bert, S.C., Nicholson, J., Glass, K., & Borkowski, J.G. (2013). Effective intervention programming: Improving maternal adjustment through parent education. Administration and Policy in Mental Health and Mental Health Services Research, 40(3), 211-223.
• Lanzi, R., Ramey, S.L., & Bert, S.C. (2012). The Parenting Responsibility and Emotional Preparedness (PREP) screening tool: A 3-item screen that identifies teen mothers at high risk for nonoptimal parenting. Archives of Pediatrics and Adolescent Medicine, 166 (8), 749-755.
• Bert, S.C., & Farris, J. R. (2012). Motherhood. In R.J.R. Levesque (Ed.), Encyclopedia of Adolescence (pp.1796 – 1844). Springer.
• Bert, S.C., & Lanzi, R. (2011). History of abuse and its transmission to parenting: A comparison among adolescent and adult mothers. Free Inquiry in Creative Sociology, 39 (1), 24-39.
• Patchen, L., Lanzi, R., & Bert, S.C. (2011). Trauma history as risk factors for inter-pregnancy intervals less than twenty-four months among first-time adolescent and adult mothers. Free Inquiry in Creative Sociology.
• Bert, S.C. (2011). The influence of religiosity and spirituality on adolescent mothers and their teenage children. Journal of Youth and Adolescence, 40, 72-84.
• Bert, S.C. (2011). The influence of religiosity and spirituality on adolescent mothers and their teenage children. Institute for the Biocultural Study of Religion Research Review, 29. Reprinted from Journal of Youth and Adolescence, 40, 72-84.

• Long, W.C., & Bert, S.C. (2010). African American delinquent youth: Overcoming zero tolerance policies and finding educational success. Free Inquiry in Creative Sociology, 38 (2), 31-43.
• Deacon, Z., & Bert, S.C. (2010). Teaching diversity: The impact of race and gender on our experiences as educators. Free Inquiry in Creative Sociology, 38 (1), 35-45.

Book Publications

Borkowski, J.G., Farris, J., Whitman, T.L., Carothers, S.S., Keogh, D., & Weed, K. (Eds.) (2007). Riskand resilience: Adolescent mothers and their children grow up. Mahwah, NJ: Erlbaum.

Chapter Publications

• Bert, S.C., & Farris, J.R. (2009). Addressing attrition rates: New directions in administering parent training. In P.H. Krause, & T.M. Dailey (Eds.), Handbook of Parenting: Styles, stresses, and strategies. Hauppauge, NY: Nova Science Publishers, Inc.
• Howard, K., Carothers, S.S., Smith, L., & Akai, C. (2007). Overcoming the odds: Protective factors in the lives of children. In J.G. Borkowski, J.R. Farris, T.L. Whitman, S.S. Carothers, K. Weed, & D. Keogh (Eds.), Risk and resilience: Adolescent mothers and their children grow up (pp. 205-232) Mahwah, NJ: Erlbaum.
• Carothers, S.S., Farris, J.R., & Maxwell, S. (2007). Design and analytic approaches to risk and resilience research. In J.G. Borkowski, J.R. Farris, T.L. Whitman, S.S. Carothers, K. Weed, & D. Keogh (Eds.), Risk and resilience: Adolescent mothers and their children grow up (pp. 233-257). Mahwah, NJ: Erlbaum.
• Borkowski, J. G., Carothers, S. S., Howard, K., Schatz, J., & Farris, J. R. (2007). Intellectual assessment and intellectual disability.  In J. W. Jacobson, J. A. Mulick, & J. Rojahn (Eds.), Handbook of intellectual and developmental disabilities.  New York: Springer.
• Carothers, S.S., & Weaver, C. (2006). Preventing youth violence. In J. Borkowski & C.M. Weaver(Eds.), The culture of prevention: Using science and art to promote healthy development. Baltimore, MD: Paul H. Brooks.
• Weaver, C., Blotchett, E., & Carothers, S.S. (2006) Preventing risky sexual behavior. In J. Borkowski &C.M. Weaver (Eds.), The culture of prevention: Using science and art to promote healthy development. Baltimore, MD: Paul H. Brooks.

Presentations

• Bert, S.C. (2017, April). Racial profiling and sense of felt security within American minority families. 2017 Oklahoma Council on Family Relations, Oklahoma City, OK.
• Bert, S.C. (2016, April). Is there a need for a new paradigm? Examining issues and opportunities facing Black families in 2016. 2016 Oklahoma Council on Family Relations, Oklahoma City, OK.
• Bennett, C., & Bert, S. (2016, April). “Damn right sex sells:” An examination of how Black Female Hip Hop artists embrace negative images of women to appeal to male gaze. University of Oklahoma Honors College Undergraduate Research Day, Norman, OK.
• Lanzi, R., Fajgenbaum, D., Ramey, S., Ramey, C., & Bert, S.C. (2015, March). Conducting longitudinal research in the community: Boundaries and other dilemmas. Conversation Roundtable presented at the Society for Research in Child Development, Philadelphia, PA.
• Bert, S.C. (2014, March). Passing in either, belonging to neither: Biracial and bicultural identity. Paper presented at Teach in on Race, University of Oklahoma, Norman, OK.
• Bert, S.C. (2014, February). Being biracial: Past, present, and future experiences within college environments. Paper presented at Black History & Higher Education – A Discussion, University of Oklahoma, Norman, OK.
• Nicholson, J., Farris, J., Lefever-Burke, J., Bert, S.C., & Akai, C. (2012, February). The implementation of active control groups in parent-based interventions. Poster presented at the Society for Research in Child Development Themed Meeting: Developmental Methodology, Tampa, FL.
• Bert, S.C. (2011, October). How gender and race influence multiracial students’ identity and adjustment. Paper presented at Diversity Challenge: Intersection of Race or Ethnic Culture with Gender or Sexual Orientation, Boston College, MA.
• Bert, S.C., & Long, W. (2001, September). African American delinquent youth: Overcoming zero tolerance policies and finding educational success. Paper presented at the Oklahoma City Metropolitan Alliance of Black School Educators (OCMABSE) Conference: Reclaiming the Promise of Public Education, Midwest City, OK.
• Bert, S.C., & Nix, K. (2010, October). Causes and consequences: Examining racial identity among biracial/multiracial college students. Paper presented at Diversity Challenge: Racial Identity and Cultural Factors in Treatment, Research, and Policy, Boston College, MA.
• Deacon, Z., & Bert, S.C. (2010, October). Teaching diversity: The impact of race and gender on our experiences as educators. Paper presented at Diversity Challenge: Racial Identity and Cultural Factors in Treatment, Research, and Policy, Boston College, MA.

• Bert, S.C., Findlay, D.A., & Maye, N.M. (2009, October). A comparative cross sectional examination of biracial identity development. Paper presented at Diversity Challenge: Racial Identity and Cultural Factors in Treatment, Research, and Policy, Boston College, MA.
• Bert, S.C., Borkowski, J.G., & Whitman, T.L. (2009, August). Adolescent mothers and their teenage children: Religiosity, spirituality, and adjustment. Paper presented at meeting of the American Psychological Association, Toronto, Canada.
•  Guner, Bella M., Carothers Bert, S., Lanzi, R., Ramey, S.L., & The Centers for the Prevention of Child Neglect. (2007, March). Maternal history of abuse and subsequent parenting knowledge, opinions, and behavior. Poster session presented at the Society for Research on Child Development Conference, Boston, MA.

Representative Major Professional Affiliations

• American Psychological Association (APA)
• Society for Research in Child Development
• Society for Research on Adolescence
• APA, Division 35 – The Society for the Psychology of Women
• APA, Division 35 – Section 1, Psychology of Black Women

Representative Major Professional Affiliations

• American Psychological Association
• Society for Research in Child Development
• Society for Research on Adolescents