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PSL7030 - Exceptional Paper


1. PSL7030 – Apr 10 2017 to Jun 16 2017 – Section 03

2. Syllabus
PSL7030 – Apr 10 2017 to Jun 16 2017 – Section 03
� Getting Started
� Syllabus
� Course Project
� Unit 1
� Unit 2
� Unit 3
� Unit 4
� Unit 5
� Unit 6
� Unit 7
� Unit 8
� Unit 9
� Unit 10
� Course Updates
� Messages
� My Grades
� Announcements
� VitalSource Bookshelf (login required)
� Discussions
� My Meetings
� Turnitin
� ePortfolio (login required)

Collapse All
Expand All
� Toggle Drawer
Course Overview

Leadership Profile

PSL Program Journey
Welcome to your Capella University online course, PSL7030 � Introduction to Critical Analysis and Research.
This course will continue to build on the leadership skills and knowledge developed in PSL7010 and PSL7020. A strong leader has strong communication and collaboration skills, is ethical and respectful of diversity, and has the ability to critically analyze research and utilize it to guide practice. Learning how to search for credible and meaningful sources of information will assist you in making educated decisions in the workplace. This course will help you to develop two related skill sets: information literacy and the ability to critically analyze research. The assignments in this course will build on one another and will culminate in a final project allowing you to demonstrate your newly acquired skills. This course will position you well for your future academic and practical endeavors.
This course will:
� Teach you to become a better seeker and consumer of research.
� Teach you to more effectively and efficiently utilize library resources.
� Teach you to critically evaluate the quality and credibility of research articles, studies, and processes.
� Teach you about basic research approaches, including quantitative, qualitative, mixed-method, and action research.
� Demonstrate how these newly developed information literacy and critical thinking skills can be used to guide professional and/or academic practice.
Developing as a Writer
Your writing skills are critical to your academic and career success. Writing is an iterative process. Keys to this process are creating drafts, seeking and receiving feedback, and making revisions. In this course, you will have various opportunities to move through these steps as you work on your assignments. You are strongly encouraged to take advantage of the writing resources offered, as they are crucial to helping you become a more capable, skilled, and confident writer, both during your academic journey at Capella and beyond. If you feel you need more help than these resources can provide, your instructor can provide a referral for you to meet with a writing consultant.
Course Discussions
The discussion area in the Capella courseroom is a place where you are given the opportunity to think critically about your ideas and share them with peers. Robust threaded discussions promote reflective responses and enhance the learning experience. To allow adequate time for responding to discussions, initial posts are due by Thursday each week. Responses are due by Sunday.
Take time to review the Creating Strong Discussion Posts document, which has been designed to provide very practical suggestions and best practices for crafting substantive responses to discussion questions. This document will also be made available in every discussion in this course.
PSL Program Journey
Click PSL Program Journey to view a useful map that will guide you as you continue your program. It gives you an overview of all the steps required to complete your degree and outlines the resources that will support you along the way.
Leadership Profile
Throughout your program, you will be strengthening your identity as a leader. Click Leadership Profile to view a special interactive tool that has been designed for you to document your progress. This profile, which appears in courses throughout your program, is a dedicated space for you to journal your growth and personal effectiveness as a leader. It also provides opportunities for you to share your progress and accomplishments with your peers.
VitalSource Bookshelf
This course offers e-books through the VitalSource Bookshelf. A link to your Bookshelf is provided in the left Course Tools menu. More information about your e-books can be found in the Unit 1 studies.
Course Competencies
To successfully complete this course, you will be expected to:
6. Evaluate research source quality, credibility, and relevance to practice.
7. Apply literature search techniques to identify high quality, peer-reviewed research articles.
8. Develop an understanding of academic and practical approaches to data collection and analysis.
9. Evaluate ethical issues in research studies.
10. Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
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PSL7010, completion of or concurrent registration in PSL7020.
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Course requirements include the following major independent measures of learner competency.
Activity Weight Scoring Guide
1. Discussion Participation 30% Discussion Participation Scoring Guide.
2. Evaluating and Synthesizing Research Findings Components 70%
u02a1: Topic Selection and Use of Library Search Techniques 10% Topic Selection and Use of Library Search Techniques Scoring Guide.
u03a1: Evaluating Source Quality 10% Evaluating Source Quality Scoring Guide.
u05a1: Evaluating a Quantitative Study 10% Evaluating a Quantitative Study Scoring Guide.
u06a1: Evaluating a Qualitative Study 10% Evaluating a Qualitative Study Scoring Guide.
u07a1: Evaluating an Action Research Study 10% Evaluating an Action Research Study Scoring Guide.
u09a1: Evaluating and Synthesizing Research Findings 20% Evaluating and Synthesizing Research Findings Scoring Guide.
Total: 100%
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Final Course Grade
A = 90-100%
B = 80-89%
C = 70-79%
F = 69% and below
Toggle Drawer
Course Materials
The materials listed below are required to complete the learning activities in this course and are available in the Capella University Bookstore.
Please follow the instructions provided to you by the bookstore to download your e-books. Once procured, you may access your e-books via the VitalSource Bookshelf. A link to your Bookshelf is provided in the left Course Tools menu. The Capella University Bookstore shows any materials that may involve shipping.
Plano Clark, V. L., &Creswell, J. W. (2015). Understanding research: A consumer’s guide (2nd ed.). Upper Saddle River, NJ: Pearson Education.
The following required readings are provided for you in the Capella University Library or linked directly in this course. To find specific readings by journal or book title, use Journal and Book Locator. Refer to the Journal and Book Locator library guide to learn how to use this tool.
Al-rousan, T. M., Rubenstein, L. M., & Wallace, R. B. (2014). Preparedness for natural disasters among older US adults: A nationwide survey. American Journal of Public Health, 104(3), 506�511. doi:10.2105/AJPH.2013.301559
Bledsoe-Mansori, S. E., Bellamy, J. L., Wike, T., Grady, M., Dinata, E., Killian-Farrell, C., & Rosenberg, K. (2013). Agency�university partnerships for evidence-based practice: A national survey of schools of social work. Social Work Research, 37(3), 179�193.
Bulpitt, H., & Martin, P. J. (2010). Who am I and what am I doing? Becoming a qualitative research interviewer. Nurse Researcher, 17(3), 7�16.
Callahan, J. L. (2014). Writing literature reviews: A reprise and update. Human Resource Development Review, 13(3), 271�275.
Comfort, L. K., Waugh, W. L., &Cigler, B. A. (2012). Emergency management research and practice in public administration: Emergence, evolution, expansion, and future directions. Public Administration Review, 72(4), 539�547. doi:10.1111/j.1540-6210.2012.02549.x
Cordner, G., & White, S. (2010). The evolving relationship between police research and police practice. Police Practice and Research, 11(2), 90�94. doi:10.1080/15614261003590753
Cox, S. M. (2013). Ethics is for human subjects too: Participant perspectives on responsibility in health research. Social Science and Medicine, 98, 224�231.
Davies, S. (2010). Setting the research agenda for health services management practice: Who decides? Evidence and Policy, 6(1), 103�113.
Drisko, J. (2014). Split or synthesis: The odd relationship between clinical practice and research in social work and in social work education. Clinical Social Work Journal, 42(2), 182�192. doi:10.1007/s10615-014-0493-2
Getha-Taylor, H., Holmes, M. H., Jacobson, W. S., Morse, R. S., &Sowa, J. E. (2011). Focusing the public leadership lens: Research propositions and questions in the Minnowbrook tradition. Journal of Public Administration Research and Theory, 21(Supplement 1), i83�i97.
Gillies, D. (2014). Knowledge activism: Bridging the research/policy divide. Critical Studies In Education, 55(3), 272�288. doi:10.1080/17508487.2014.919942
Grady, M., & Keenan, E. (2014). Beyond the manual: Using research and evidence in social work practice. Clinical Social Work Journal, 42(2), 101�106. doi:10.1007/s10615-014-0494-1
Howard, M. O., & Garland, E. L. (2015). Social work research: 2044. Journal of the Society for Social Work and Research, 6(2), 173�200. doi:10.1086/681099
Kiltz, L. (2011). The challenges of developing a homeland security discipline to meet future threats to the homeland. Journal of Homeland Security and Emergency Management, 8(2), 1�20. doi:10.2202/1547-7355.1899
Laub, J. H. (2011). Strengthening NIJ: Mission, science and process. National Institute of Justice Journal, 268, 16�21.
Lunnay, B., Borlagdan, J., McNaughton, D., & Ward, P. (2015). Ethical use of social media to facilitate qualitative research. Qualitative Health Research, 25(1), 99�109.
McKee, E. C., &Rapp, L. (2014). The current status of evidence-based practice in juvenile justice. Journal of Evidence-Based Social Work, 11(4), 308�317. doi:10.1080/10911359.2014.897099
Nind, M., Wiles, R., Bengry-Howell, A., & Crow, G. (2012). Methodological innovation and research ethics: Forces in tension or forces in harmony? Qualitative Research, 13(60), 650�667.
Orazi, D. C., Turrini, A., &Valotti, G. (2013). Public sector leadership: New perspectives for research and practice. International Review of Administrative Sciences, 79(3), 486�504.
Orr, K., & Bennett, M. (2012). Public administration scholarship and the politics of coproducing academic-practitioner research. Public Administration Review, 72(4), 487�495. doi:10.1111/j.1540-6210.2011.02522.x
Raadschelders, J. C. N. (2011). The future of the study of public administration: Embedding research object and methodology in epistemology and ontology. Public Administration Review, 71(6), 916�924. doi:10.1111/j.1540-6210.2011.02433.x
Ritter, A., & Lancaster, K. (2013). Illicit drugs, policing and the evidence-based policy paradigm. Evidence and Policy, 9(4), 457�472. doi:10.1332/174426413X662662
Rubin, A. (2014). Bridging the gap between research-supported interventions and everyday social work practice: A new approach. Social Work, 59(3), 223�230.
Schildkraut, J., & Stafford, M. C. (2015). Researching professionals or professional researchers? A comparison of professional doctoral and PhD programs in criminology and criminal justice. American Journal of Criminal Justice, 40(1), 183�198.
Smith, R. A. (2013). Tell a good story well: Writing tips. New Directions For Teaching and Learning, 2013(136), 73�83. doi:10.1002/tl.20077
Traynor, R., Dobbins, M., & DeCorby, K. (2015). Challenges of partnership research: Insights from a collaborative partnership in evidence-informed public health decision making. Evidence and Policy, 11(1), 99�109. doi:10.1332/174426414X14043807774174
Vandermause, R., Altshuler, S., Baker, R., Howell, D., Roll, J. M., Severtsen, B., . . . Wu, L. J. (2012). A research-practice partnership for enhancing drug court effectiveness. Journal of Addictions Nursing, 23(1), 14�21. doi:10.3109/10884602.2011.645252
Webersik, C., Gonzalez, J. J., Dugdale, J., Munkvold, B. E., &Granmo, O. (2015). Towards an integrated approach to emergency management: Interdisciplinary challenges for research and practice. Culture Unbound: Journal Of Current Cultural Research, 7, 525�540.
Wetzstein, I., Grubm�ller-R�gent, V., G�tsch, K., & Rainer, K. (2014). Crises and social media: A metastudy on pertinent research and practice. Human Technology, 10(2), 95�124. doi:10.17011/ht/urn.201411203312
Wicherts, J. M. (2016). Peer review quality and transparency of the peer-review process in open access and subscription journals. PLoS ONE, 11(1), 1�19. doi:10.1371/journal.pone.0147913
Wike, T., Bledsoe, S., Manuel, J., Despard, M., Johnson, L., Bellamy, J., & Killian-Farrell, C. (2014). Evidence-based practice in social work: Challenges and opportunities for clinicians and organizations. Clinical Social Work Journal, 42(2), 161�170. doi:10.1007/s10615-014-0492-3
Internet Resources
Please note that URLs change frequently. While the URLs were current when this course was designed, some may no longer be valid. If you cannot access a specific link, contact your instructor for an alternative URL. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
Berger, M., &Cirasella, J. (2015). Beyond Beall’s List: Better understanding predatory publishers. College and Research Libraries News, 76(3), 132�135. Retrieved from http://crln.acrl.org/content/76/3/132.full
FEMA Emergency Management Institute. (2015). Research standards for the academic discipline of emergency management. Retrieved from http://training.fema.gov/hiedu/docs/draft%20research%20standards%20for%20the%20academic
Jacob, S. A., &Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of qualitative research. The Qualitative Report, 17(42), 1�10. Retrieved from http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1718&context=tqr
Jensen, J. (n.d.) Emergency management scholarly research resources. Retrieved from https://www.ndsu.edu/fileadmin/emgt/Final_EMERGENCY_MANAGEMENT_RESEARCH_RESOURCE_GUIDE.pdf
Click the link provided to access this reading.
Additional Course Reading
Christensen, J. J., &Casta�eda, H. (2014). Danger and dementia: Caregiver experiences and shifting social roles during a highly active hurricane season. Journal of Gerontological Social Work, 57(8), 825�844.
Evaluating Source Quality-Unit 3 Instructions
Choose two of the articles you found last week. This week’s readings focus on developing a literature review and identifying important areas of focus for research. Keeping this information in mind, discuss each of the articles using the PREPARE evaluation criteria (peer-reviewed, recent, evidence, purpose, authority, relevance, ethics). How many of these criteria did these two selected articles meet? Analyze each and provide evidence. Based on this analysis, will these be articles be retained for your final assignment, or will you look for stronger sources?
In developing your assignment, do not hesitate to utilize Capella Writing Center resources and reach out to the writing coaches for assistance if needed.
Assignment Requirements:
� Written communication: Written communication is free of errors that detract from the overall message.
� APA formatting: Resources and citations are formatted according to current APA style and formatting.
� Number of resources: Use a minimum of 2 resources.
� Length of paper: Approximately 3 typed, double-spaced pages.
� Font and font size: Times New Roman, 12 point.

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