School of Social Work Syllabus Template Guide s10

Social Work 632 Prof. Bikson’s Sections

Program Planning and Evaluation in Health Care

3 Units

“Research is formalized curiosity. It is poking and prying with a purpose.” – Zora Neale Hurston

Term Year

Instructor: Karra Bikson E-Mail: [email protected] Course Day: See your schedule Telephone: 917-348-9716 Pacific Course Time: See your schedule Office: VAC Course Location: VAC Office Hours: By appointment

I. COURSE PREREQUISITES

SOWK 562

II. CATALOGUE DESCRIPTION

Program and intervention development and evaluation research in health settings. Issues and skill develo pment in program design and methods for evaluation.

III. COURSE DESCRIPTION

This course is designed to equip you with knowledge and skills necessary to systematically develop, impl ement, and evaluate health-related programs, services, and interventions.

Health care payers, providers, consumers, policymakers, and the general public are increasingly focused on assessing the costs, quality, and outcomes of health services. At the same time, health care service sy stems are becoming more complex, serving increasingly diverse populations, and facing multiple and conf licting demands from various stakeholders. Calls for “empirically-based practice” are becoming strong det erminants of the types of services that will, or will no longer, be provided as part of the delivery of health c are services in the US. Thus, evidence-based program development is potentially powerful in helping to le gitimize and advance psychosocial practice and services in health care.

This course will enhance your ability to provide leadership in advancing these issues in the practice comm unities where you may find yourself working. It will be imperative for you to be able to (1) conduct health n eeds assessment, (2) develop, implement and monitor health programs, (3) evaluate the effectiveness an

of 23 d efficiency of health programs, and (4) analyze research results as a basis in advocating for programs de livered by social work practitioners.

IV. COURSE OBJECTIVES

Objective # Objectives 1 Teach skills in problem formulation, program development, resource procurement and program implementation as a means for promoting social justice, social change, promoting and maintaining health, preventing and managing disease. 2 Teach a range of techniques and skills necessary to advocate at the interpersonal, organizational, inter-organization, and community levels on behalf of diverse populations with special attention to eliminating structural barriers that limit service delivery to disadvantaged and underserved populations such as severe and/or chronically ill persons, women, children, older people, gay/lesbian, and oppressed racial/ethnic minorities. 3 Teach program planning & evaluation skills and provide students with opportunities to apply such skills in evaluating social work programs and interventions in health-related settings, including development of research designs, program monitoring systems, and data analysis. 4 Teach students to critically evaluate and select methodologies used in social work research to inform micro, mezzo, and macro level practice, including both quantitative and qualitative approaches, and provide opportunities for students to assess the strengths and weaknesses of each, including sensitivity to ethical, multicultural, gender, race, class, sexual orientation, and disability issues.

V. COURSE FORMAT / INSTRUCTIONAL METHODS

The format of the course will consist of didactic instruction and experiential exercises. Material from the fie ld will be used to illustrate class content and to provide integration between class and field. Confidentialit y of material shared in class will be maintained. As class discussion is an integral part of the learning pro cess, students are expected to come to class ready to discuss required reading and its application to theo ry and practice.

VI. STUDENT LEARNING OUTCOMES

Student learning for this course relates to one or more of the following nine social work core competencies:

Course Social Work Core Competencies SOWK 632 Objective 1 Demonstrate Ethical and * 1 Professional Behavior 2 Engage in Diversity and Difference in * 2, 4 Practice 3 Advance Human Rights and Social, Economic, and Environmental Justice 4 Engage in Practice-informed * 3, 4 Research and Research-informed Practice 5 Engage in Policy Practice

of 23 6 Engage with Individuals, Families, Groups, Organizations, and Communities 7 Assess Individuals, Families, * 3, 4 Groups, Organizations, and Communities 8 Intervene with Individuals, Families, Groups, Organizations, and Communities 9 Evaluate Practice with Individuals, * 3, 4 Families, Groups, Organizations and Communities * Highlighted in this course

The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.

of 23 Competencies/ Knowledge, Values, Skills Student Learning Outcomes Method of Assessment 1. Demonstrate Ethical and Professional Behavior: Make ethical decisions by applying Assignments 1-5 the standards of the NASW Code of . Understand the value base of the profession Ethics, relevant laws and Class Participation and its ethical standards, as well as relevant regulations, models for ethical laws and regulations that may impact decision-making, ethical conduct of practice at the micro, mezzo, and macro research, and additional codes of levels ethics as appropriate to context . Understand frameworks of ethical decision- making and how to apply principles of critical thinking to those frameworks in practice, Use reflection and self-regulation to Assignments 1-5 research, and policy arenas manage personal values and . Recognize personal values and the maintain professionalism in practice Class Participation distinction between personal and situations professional values and understand how their personal experiences and affective reactions influence their professional judgment and behavior Demonstrate professional demeanor Assignments 1-5 in behavior; appearance; and oral, . Understand the profession’s history, its written, and electronic Class Participation mission, and the roles and responsibilities of communication; the profession . Understand the role of other professions when engaged in inter-professional teams Use technology ethically and Assignments 1-5 . Recognize the importance of life-long appropriately to facilitate practice learning and are committed to continually outcomes; Class Participation updating their skills to ensure they are relevant and effective . Understand emerging forms of technology Use supervision and consultation to and the ethical use of technology in social guide professional judgment and work practice behavior.

of 23 2. Engage in Diversity and Difference in Apply and communicate Practice: understanding of the importance of Assignments 1-5 diversity and difference in shaping . Understand how diversity and difference life experiences in practice at the Class Participation characterize and shape the human micro, mezzo, and macro levels; experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of Present themselves as learners and Assignments 1-5 multiple factors including but not limited to engage clients and constituencies age, class, color, culture, disability and as experts of their own experiences; Class Participation ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, Apply self-awareness and self- Assignments 1-5 religion/spirituality, sex, sexual orientation, regulation to manage the influence and tribal sovereign status. of personal biases and values in Class Participation . Understand that, as a consequence of working with diverse clients and difference, a person’s life experiences may constituencies. include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. . Understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.

4. Engage In Practice-informed Research Use practice experience and Assignments 1-5 and Research-informed Practice: theory to inform scientific inquiry . Understand quantitative and qualitative and research. research methods and their respective roles in advancing a science of social work and in evaluating their practice. . Know the principles of logic, scientific inquiry, and culturally informed and ethical Apply critical thinking to engage Assignments 1-5 approaches to building knowledge. in analysis of quantitative and . Understand that evidence that informs qualitative research methods practice derives from multi-disciplinary and research findings. sources and multiple ways of knowing. . Understand the processes for translating research findings into effective practice.

Use and translate research Assignments 1-5 evidence to inform and improve practice, policy, and service delivery.

of 23 7. Assess Individuals, Families, Groups, Organizations, and Communities: Collect and organize data, and Assignments 1-5 apply critical thinking to interpret . Understand that assessment is an ongoing information from clients and component of the dynamic and interactive constituencies process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. . Understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. . Understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. . Recognize the implications of the larger practice context in the assessment process and value the importance of inter- professional collaboration in this process. . Understand how their personal experiences and affective reactions may affect their assessment and decision-making.

Apply knowledge of human Assignments 1-5 behavior and the social environment, person in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

Develop mutually agreed-on Assignments 1-5 intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.

Select appropriate intervention Assignments 1-5 strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

of 23 9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Select and use appropriate Assignments 1-5 Communities: methods for evaluation of outcomes.

. Understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. . Recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. . Understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. . Understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

Apply knowledge of human Assignments 1-5 behavior and the social environment, person in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

Critically analyze, monitor, and Assignments 1-5 evaluate intervention and program Processes and outcomes.

Apply evaluation findings to Assignments 1-5 improve practice effectiveness at the micro, mezzo, and macro levels.

VII. COURSE ASSIGNMENTS, DUE DATES & GRADING

% of Assignment Due Date Final Grade Assignment #1: Forum Exercises Ongoing 15% Assignment #2: RE-AIM Exercise Unit 6 20% Assignment #3: Logic Model (group) Unit 10 20% Assignment #4: Oral Presentation (group) Unit 15 10% Assignment #5: Evaluation Design Proposal (group) Unit 15 25% Class Participation Ongoing 10%

of 23 These assignments provide an opportunity to apply course learning in a practice area of special interest t o the students. Students will be working individually or in groups throughout the semester on these assign ments. If groups are possible, they will be decided within the one month of class. Group grades for Assign ments 3, 4 & 5 will reflect identical grade points for every member of the group. Every member of the grou p is responsible for reading and proofreading every section of the paper. Any plagiarism or problem is a gr oup problem as are all achievements. Each of the major assignments is described below.

Assignment 1: Forum Exercises

The first assignment is completion of the forum exercises from Unit 1 to Unit 15. Studen ts will complete most of the exercises by themselves except some group exercises towa rds the end of the course. Ideally, students should post their completed exercises befor e synchronous session.

Due: Ongoing This assignment relates to student learning outcome 1, 2, 4, 7 & 9

Assignment 2: RE-AIM Exercise

Assignment 2 uses the RE-AIM Model to assess an evidence-based chronic disease program in the follo wing dimensions: REACH, EFFECTIVENESS, ADOPTION, IMPLEMENTATION and MAINTENANCE. To complete this assignment, students will select an evidence-based program or intervention that can inform their work with a target population in their field placement setting. Students will complete this assignment i ndividually and will use the RE-AIM Model worksheet provided to fill in responses for each RE-AIM dimen sion. Topics must be approved by your instructor. Detailed instructions and guidelines will be provided by your instructor.

Due: Unit 6

This assignment relates to student learning outcome 1, 2, 4, 7 & 9

Assignment 3: Logic Model (Group assignment)

Assignment 3 uses the Logic Model framework to understand and analyze various levels of program plan ning and evaluation. Students will work in groups to complete the Logic Model Worksheet and Diagram b ased on one group member’s field placement agency. Groups and program for this assignment must be a pproved by your instructor. Detailed instructions and guidelines will be provided by your instructor.

Due: Unit 10

Assignment 4: Oral Presentation (Group assignment)

Working in the same group, students will prepare a professional presentation based on Assignment 5: Ev aluation Design Proposal. Students will highlight a planning and evaluation toolkit useful in conducting so me aspect of program planning or evaluation. Toolkit must be approved by your instructor. Detailed instru ctions and guidelines will be provided by your instructor.

Due: Unit 15

of 23 Assignment 5: Evaluation Design Proposal (Group assignment)

Working in the same group, students will develop a practical and cost effective evaluation proposal that c ould be applied to a program in their field agencies. This evaluation design should address both process a nd outcomes. It is also expected that students will discuss the ideas this assignment generates with the fi eld agency as a way of obtaining feedback to make the learning experience more practical and applicatio n oriented. Topics must be approved by your instructor. Detailed instructions and guidelines will be provid ed by your instructor.

Due: Unit 15

Class Participation (10% of Course Grade)

Your active engagement in this class is considered essential to your growth as a practitioner. Your presen ce in class along with preparation by having read, completed the asynchronous material and considered t he assignments, and participation in discussion and activities are required. Students must abide by all VA C classroom decorum guidelines.

Class grades will be based on the following:

Class Grades Final Grade 3.85 – 4 A 93 – 100 A 3.60 – 3.84 A- 90 – 92 A- 3.25 – 3.59 B+ 87 – 89 B+ 2.90 – 3.24 B 83 – 86 B 2.60 – 2.87 B- 80 – 82 B- 2.25 – 2.50 C+ 77 – 79 C+ 1.90 – 2.24 C 73 – 76 C 70 – 72 C-

Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School: (1) Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student. (2) A grade of B+ will be given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment. (3) A grade of B will be given to student work which meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations. (4) A grade of B- will denote that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. (5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. (6) Grades between C- and F will be applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.

of 23 VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES

Required Textbooks

Royse, D., Thyer, B. A., & Padgett, D. K. (2016). Program evaluation: An introduction (6th ed.). Boston, MA: Cengage.

Course Readings are available online through ARES, USC’s Course Reserves system, under the 632 Course Lead name of Dr. Karra Bikson https://reserves.usc.edu/ares/

Recommended Guides for APA Style Formatting

OWL Purdue Online Writing Lab https://owl.english.purdue.edu/owl/section/2/10/

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA. http://www.apastyle.org/

The Elements of Style – A Rule Book for Writing http://www.bartleby.com/141/

Szuchman, L. T., & Thomlison, B. (2007). Writing with style: APA style for social work (3rd ed.). New York, NY: Wadsworth Publishing Company. Recommended Websites

USC Libraries Research Guides: Social Work LibGuide http://libguides.usc.edu/socialwork

USC Guide to Avoiding Plagiarism http://www.usc.edu/student-affairs/student-conduct/ug_plag.htm

National Associate of Social Workers http://www.naswdc.org

Centers for Disease Control and Prevention (2011). Developing an Effective Evaluation Plan. Atlanta, Georgia: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health; Division of Nutrition, Physical Activity, and Obesity. Retrieved from http://www.cdc.gov/eval/framework/index.htm

National Guideline Clearinghouse. Agency for Healthcare Research and Quality. (n.d.). Retrieved from http://www.guideline.gov

Inouye, T. E., Yu, H. C. & Adefuin, J. (2005). Multicultural health evaluation: A foundation resource guide. Los Angeles, CA: California Endowment. Retrieved from http://www.calendow.org/uploadedFiles/Publications/Evaluation/Multicultural_Health_Evaluation/T CE0510-2004_Commissioning_.pdf

Students are also expected to visit other key websites so they are prepared to use these resources in assignments including:

www.census.gov http://www.socialworkpolicy.org/ www.healthycity.org http://www.iom.edu/Reports.aspx www.cdc.gov http://www.frameworksinstitute.org/cdtoolkits.html www.hhs.gov http://www.chcf.org/ http://health.nih.gov/ http://www.ahrq.gov/ http://innovations.ahrq.gov/ http://www.esri.com/Industries/health https://www.thinkculturalhealth.hhs.gov/ http://www.ppgis.info/home/?page_id=31 http://www.thecommunityguide.org/index.html

Additional required and recommended readings may be assigned by the instructor throughout the course.

of 23 Course Overview Unit Topics Assignments 1 Introduction to Course: Program Planning and Evaluation Overview of Learning Contract/Syllabus Social Work Libguides http://libguides.usc.edu/socialwork Logic Models Review basic concepts in program planning and evaluation 2 Needs Assessment and Setting Priorities Needs Assessment Asset Mapping 3 Macro Environment Assessment Geographic Information Systems (GIS) Macro data sources Mapping data 4 Evidence-based Programs Review evidence-based practices and program design RE-AIM Model 5 Program Planning Health program planning model Setting program goals and objectives 6 Program Development DUE: Assignment 2 Logic models RE-AIM Health program development Implementation and timelines Multicultural evaluation 7 Research Methods Review concepts and designs Qualitative methods Qualitative data analysis 8 Process Evaluation Purpose of process evaluation Major approaches to process evaluation 9 Ethical and Pragmatic Issues Ethical guidelines in evaluation research Pragmatic considerations in evaluation research 10 Outcome Evaluation DUE: Assignment 3 Purpose of outcome evaluation Logic Model Major approaches to outcome evaluation 11 Measurement Measuring objectives Use of instruments in outcome evaluation design Client satisfaction measures

of 23 Unit Topics Assignments 12 Sampling and Data Collection Sampling Data collection procedures 13 Efficiency Evaluation and Statistics Review Types of efficiency evaluation Cost-effectiveness and cost-benefit analyses Statistics review 14 Data Analysis Using Excel for basic data analysis Using graphics to report findings 15 Student Presentations DUE: Assignments 4 & 5 Report and Proposal Writing Evaluation Design Presentation & Proposal Proposals Reports STUDY DAYS / NO CLASSES FINAL EXAMINATIONS

of 23 Course Schedule―Detailed Description Unit 1: Introduction to Program Evaluation Month Date Topics Introduction to Course: Program Planning and Evaluation Overview of Learning Contract/Syllabus Social Work Libguides http://libguides.usc.edu/socialwork Review Logic Model Review basic concepts in program planning and evaluation This Unit relates to course objectives 1-4.

Required Readings Goeschel, C. A., Weiss, W. M., & Pronovost, P. J. (2012). Using a logic model to design and evaluate quality and patient safety improvement programs.International Journal for Quality in Health Care, 24(4), 330-337. doi: 10.1093/intqhc/mzs029

Lando, J., Williams, S. M., Williams, B., & Sturgis, S. (2006). A logic model for the integration of mental health into chronic disease prevention and health promotion. Preventing Chronic Disease, 3(2), 1- 4. Retrieved from http://www.cdc.gov/pcd/issues/2006/apr/05_0215.htm

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Introduction. In Program evaluation: An introduction (6th ed., pp. 1-36). Boston, MA: Cengage.

Smith, M. (2010). In Handbook of program evaluation for social work and health professionals (pp. 29- 55). New York, NY: Oxford University Press.

Unit 2: Needs Assesmments & Setting Priorities Month Date Topics Conducting Needs Assessments Setting Priorities Asset Mapping This Unit relates to course objectives 1, 2 & 3

Required Readings Cotrell, V. & Carder, P. C. (2010). Health-related needs assessment of older residents in subsidized housing. Journal of Policy Development and Research, 12(2), 47-66. Retrieved from http://www.jstor.org/stable/20868744.

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Needs Assessment. In Program evaluation: An introduction (6th ed., pp. 63-84). Boston, MA: Cengage. Recommended Readings Los Angeles County Department of Public Health Office of Health Assessment and Epidemiology (2007). Preventing childhood obesity: the need to create healthy places. A city and community report. Los Angeles, CA: Los Angeles County Department of Public Health Office of Health Assessment and Epidemiology. Retrieved from http://publichealth.lacounty.gov/wwwfiles/ph/hae/epi/chr2- childhood_obesity.pdf

Thein, K., Zaw, K. T., Teng, R. E., Liang, C., & Julliard, K. (2009). Health needs in Brooklyn’s Chinatown: A pilot assessment using rapid participatory appraisal. Journal of Health Care of the Poor and Underserved, 20, 378-394. doi:10.1353/hpu.0.0140

of 23 Unit 3: Macro Environment Assessments Month Date Topics Macro Environment Assessment Geographic Information Systems (GIS) Macro data sources Mapping data This Unit relates to course objectives 1, 2 & 3.

Required Readings Foley, R. (2002). Assessing the applicability of GIS in a health and social care setting: planning services for informal carers in East Susses, England. Social Science & Medicine, 55, 79-96.

Fulcher, C. & Kaukinen, C. (2005). Mapping and visualizing the location HIV service providers: An exploratory spatial analysis of Toronto neighborhoods. AIDS Care, 17(3), 386-396.

Hillier, A. (2007). Why social work needs mapping. Journal of Social Work Education, 43(2), 205-221.

Students are required to visit these two websites and comment: www.census.gov; www.healthycity.org See posting requirements. Recommended Readings Hirshorn, B.A. & Stewart, J.E. (2003). Geographic Information Systems in community-based gerontological research and practice. The Journal of Applied Gerontology, 22(2), 134-151.

Unit 4: Evidenced-based Programs Month Date Topics Evidence-based Programs Review evidence-based practices and program design RE-AIM Model This Unit relates to course objectives 1-4.

Required Readings Gaglio, B. (2012). Evaluation approaches for dissemination and implementation research. Retrieved from: http://www.re-aim.hnfe.vt.edu/presentations/gagliopresentation.pdf

Jacobs, J.A., Jones, E., Gabella, B.A., Spring, B., Brownson, R.C.. (2012).Tools for implementing an evidence-based approach in public health practice. Prevention of Chronic Disease, 9:110324. doi http://dx.doi.org/10.5888/pcd9.110324 Reach Effectiveness Adoption Implementation Maintenance (RE-AIM) Retrieved from ht tp://www.re-aim.org/

Recommended Readings Center for Disease Control and Prevention and the Kimberly-Clark Corporation. (2008). Assuring Healthy Caregivers. A Public Health Approach to Translating Research into Practice: The RE-AIM Framework. Neenah, WI: Kimberly-Clark Corporation. Retrieved from http://www.cdc.gov/aging/pdf/caregiving_monograph.pdf

of 23 Glasgow, R. E. & Emmons, K. M. (2007). How can we increase translation of research into practice? Types of evidence needed. Annual Review of Public Health, 28, 413-433. doi:10.1146/annurev.publhealth.28.021406.144145

RE-AIM Resources and Tools: http://www.re-aim.hnfe.vt.edu/resources_and_tools/index.html

RE-AIM Self Rating Quiz: http://www.re-aim.hnfe.vt.edu/resources_and_tools/self_rating_screener_and_feedback/quiz.html

Unit 5: Program Planning Month Date Topics Program Planning Health program planning model Setting program goals and objectives This Unit relates to course objectives 1-4.

Required Readings Centers for Disease Control (2011/2013). The community guide: What works to promote health? Retrieved from http://www.thecommunityguide.org/uses/program_planning.html

Doty, P., Mahoney, K. J., & Simon-Rusinowitz, L. (2007) Designing the Case and Counseling Demonstration and Evaluation. Health Services Research, 42(1), 378-396. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1475-6773.2006.00678.x/pdf

Smith, M. (2010). Describing the program. In Handbook of program evaluation for social work and health professionals (pp. 81-137). New York, NY: Oxford University Press.

Recommended Readings Belza, B., Toobert, D.,& Glasgow, R. (n.d.) RE-AIM for program planning. National Council on Aging http://www.prc-han.org/docs/RE-AIM_issue_brief.pdf

Weir, C., McLeskey, N., Brunker, C., Brooks, D. Supiano, M. (2013). The role of information technology in translating educational interventions into practice: An analysis using the PRECEDE/PROCEED model. Journal of the American Medical Informatics Association, 18, 827-834. doi:10.1136/amiajnl-2010-000076

Unit 6: Program Development Month Date Topics Program Development Logic models Health program development Implementation and timelines Multicultural evaluation This Unit relates to course objectives 1-4.

Required Readings Botcheva, L., Shih, J. & Huffman, L. C. (2009). Emphasizing cultural competence in evaluation: A process-oriented approach. American Journal of Evaluation, 30(2),176-188. doi: 10.1177/1098214009334363

of 23 Calley, N.G. (2011). Establish the need for programming: Developing the rationale in Program Development in the 21st Century: An Evidence-Based Approach to Design, Implementation, and Evaluation (pp. 31 – 72). Thousand Oaks, CA: Sage Publications.

Calley, N.G. (2011). Address cultural identity Issues in program design in Program Development in the 21st Century: An Evidence-Based Approach to Design, Implementation, and Evaluation (pp. 97 - 124). Thousand Oaks, CA: Sage Publications, Inc.

Phillips, B., Mahoney, K., & Foster, L. (n.d.) Implementation Lessons on Basic Features of Cash & Counseling Programs. Retrieved from http://www.hcbs.org/files/171/8524/ImplementationLessons.pdf

Recommended Readings McCullum-Gomez, C., Barroso, C. S., Hoelscher, D. M., Ward, J. L., & Kelder, S. H. (2006). Factors influencing implementation of the Coordinated Approach To Child Health (CATCH) eat smart school nutrition program in Texas. Journal of the American Dietetic Association, 106(12), 2039- 2044. doi: 10.1016/j.bbr.2011.03.031

The Center for Linguistic and Cultural Competence in Health Care (n.d.) Retrieved from https://www.thinkculturalhealth.hhs.gov/CLCCHC/HealthNews/Nov2011HealthNews.asp

DUE: Assignment 2 RE-AIM Assignment

Unit 7: Research Methods Month Date Topics Research Methods Review concepts and designs Qualitative methods Qualitative data analysis This Unit relates to course objectives 3 & 4.

Required Readings Kramer, L. Schwartz, P., Cheadle, A. & Rauzon, S.(2012). Using photovoice as a participatory evaluation tool in Kaiser Permanente’s Community Health Initiative. Health Promotion Practice doi: 10.1177/1524839912463232

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Qualitative and Mixed Methods in Evaluation. In Program Evaluation: An introduction (6th ed., pp. 93-113). Boston, MA: Cengage.

Students are expected to review the SOWK562 textbook. Recommended Readings Anastas, J. W. (2004). Quality in qualitative evaluation: Issues and possible answers. Research on Social Work Practice, 14(1), 57-65.

Hyde, A., Howlett, E., Brady, D, Drennan, J. (2005). The focus group method: Insights from focus group interviews on sexual health with adolescents. Social Science and Medicine, 61(12), 2588-2599.

Padgett, D. K. (2008). Choosing the right qualitative approach(es). In D. K. Padgett (Ed.), Qualitative Methods in Social Work Research, 2nd ed. (pp. 29-44). Thousand Oaks, CA: Sage.

of 23 Unit 8: Process Evaluation Month Date Topics Process Evaluation Purpose of process (or formative) evaluation Major approaches to process evaluation Conducting a process evaluation This Unit relates to course objectives 1,3 & 4.

Required Readings Center for Disease Prevention (2008). Evaluation in Tobacco Use: Prevention and Control. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health. Retrieved from http://www.cdc.gov/tobacco/tobacco_control_programs/surveillance_evaluation/process_evaluati on/pdfs/tobaccousemanual_updated04182008.pdf

Phillips, B., Mahoney, J. & Foster, L. (2006). Implementation lessons on basic features of Cash & Counseling Programs. Retrieved from http://www.hcbs.org/files/171/8524/ImplementationLessons.pdf

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Formative and process evaluation. In Program evaluation: An introduction (6th ed., pp. 121-151). Boston, MA: Cengage.

Recommended Readings National Resource Center for Participant Directed Services (n.d.) Cash and Counseling. Retrieved from http://www.bc.edu/schools/gssw/nrcpds/cash_and_counseling.html

Simon-Rusinowitz, L., Mahoney, K. J., Marks, L. N., Simone, K., & Zacharias, B. L. (2009). Social marketing principles enhance enrollment in the Cash and Counseling Demonstration and Evaluation. Care Management Journals, 10 (2), 50-57. doi:10.1891/1521-0987.10.2.50

Unit 9: Ethical and Pragmatic Issues Month Date Topics Ethical and Pragmatic Issues Ethical guidelines in evaluation research Pragmatic considerations in evaluation research This Unit relates to course objectives 1-4.

Required Readings The Belmont Report http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html

NASW Code of Ethics http://www.socialworkers.org/pubs/code/code.asp

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Ethical issues in program evaluation. In Program evaluation: An introduction (6thed., pp. 41-57). Boston, MA: Cengage.

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Pragmatic issues. In Program evaluation: An introduction (6thed., pp. 351-367). Boston, MA: Cengage.

of 23 Unit 10: Outcome Evaluation Month Date Topics Outcome Evaluation Purpose of outcome evaluation Major approaches to outcome evaluation Research designs Conducting an outcome evaluation This Unit relates to course objectives 1,3 & 4.

Required Readings Carlson, B. L., Foster, L., Dale, S. B., & Brown, R. S. (2007). Effects of Cash and Counseling on personal care and well-being. Health Services Research, 42(1 & 2), 467-487. doi: 10.1111/j.1475- 6773.2006.00673.x

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Single system research designs. In Program evaluation: An introduction (6thed., pp. 155-187). Boston, MA: Cengage.

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Group research designs. In Program evaluation: An introduction (6thed., pp. 227-274). Boston, MA: Cengage.

Recommended Readings Simon-Rusinowitz, L., Mahoney, K. J., Loughlin, D. M., & Sadler, M. D. (2005). Paying family caregivers: An effective policy option in the Arkansas Cash and Counseling demonstration and evaluation. Marriage & Family Review, 37(1 & 2), 83-105. DUE: Assignment 3 Logic Model

Unit 11: Measurement Month Date Topics Measurement Measuring objectives Use of instruments in outcome evaluation design Client satisfaction measures This Unit relates to course objectives 3 & 4.

Required Readings Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Measurement tools and strategies. In Program evaluation: An introduction (6thed., pp. 301-327). Boston, MA: Cengage.

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Selecting the best evaluation measure for your project. In Program evaluation. An introduction. (6thed., pp. 331-346). Boston, MA: Cengage.

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Client satisfaction. In Program evaluation: An introduction (6thed., pp. 193-202). Boston, MA: Cengage.

Recommended Readings Walsh, T., & Lord, B. (2004). Client satisfaction and empowerment through social work intervention. Social Work in Health Care, 38(4), 37-56.

of 23 Unit 12: Sampling and Data Collection Month Date Topics Sampling and Data Collection Sampling Frames Data collection procedures This Unit relates to course objectives 3 & 4.

Required Readings Phillips, B., & Schneider, B. (2007). Commonalities and variations in the Cash and Counseling Programs across the three demonstration states. Health Services Research, 42(1 & 2), 397-413. doi:10.1111/j.1475-6773.2006.00677.x

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Sampling. In Program evaluation: An introduction (6thed., pp. 211-224). Boston, MA: Cengage.

Students are expected to review the SOWK562 textbook on sampling and data collection.

Unit 13: Efficiency Evaluation & Statistics Review Month Date Topics Efficiency Evaluation and Statistics Review Types of efficiency evaluation Cost-effectiveness and cost-benefit analyses Statistics review This Unit relates to course objectives 2-4.

Required Readings Dale, S. B., & Brown, R. S. (2007). How does cash and counseling affect costs? Health Services Research, 42(1 & 2), 488-509. doi: 10.1111/j.1475-6773.2006.00680.x

Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Cost-effectiveness and cost analysis. In Program evaluation: An introduction (6thed., pp. 283-296). Boston, MA: Cengage.

Students are expected to review the SOWK562 textbook on data analysis (both descriptive and inferential statistics). Recommended Readings Grinnell, R. M., Gabor, P. A., & Unrau, Y. A. (2012). Doing an efficiency evaluation. In R. M. Grinnel, P. A. Gabor, & Y. A. Unrau (Eds.), Program Evaluation for Social Workers: Foundations of Evidence- Based Programs (pp.179-197). Oxford University Press, New York.

Hay, J.W., Katon, W.J., Ell, K., Lee, P. & Guterman, J.J. (2012). Cost-effectiveness analysis of collaborative care management of major depression among low-income, predominantly Hispanics with diabetes. Value in Health, 15, 249-254.

USC Statistics Support. (n.d.). Retrieved from http://www.usc.edu/its/stats/index.html

UCLA Statistics online seminar and Support. (n.d.). Retrieved from http://www.ats.ucla.edu/stat/seminars/

of 23 Unit 14: Data Analysis Month Date Topics Data Analysis Using Excel for basic data analysis Using graphics to report findings This Unit relates to course objectives 3 & 4.

Required Readings Assigned by your instructor.

Students are expected to review the Microsoft Excel Tutorial online http://www.usc.edu/its/lynda/

Unit 15: Presentations, Reports & Proposals Month Date Topics Student Presentations Report and Proposal Writing Proposals Reports This Unit relates to course objectives 1-4.

Required Readings Royse, D., Thyer, B. A., & Padgett, D. K. (2015). Writing evaluation proposal, reports, and journal articles. In Program evaluation: An introduction (6thed., pp. 379-398). Boston, MA: Cengage. DUE: Assignments 4 & 5 Evaluation Design Presentation & Proposal

STUDY DAYS / NO CLASSES Month Date

FINAL EXAMINATIONS Month Date

of 23 University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to a ttend class or arriving late may impact your ability to achieve course objectives which could affect your co urse grade. Students are expected to notify the instructor by email ([email protected]) of any anticipated abse nce or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of r eligious holy days. This policy also covers scheduled final examinations which conflict with students’ obse rvance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional informati on on attendance policies.

X. ACADEMIC CONDUCT

Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standardshttps://scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate- sanctions/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct/.

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://capsnet.usc.edu/department/department-public- safety/online-forms/contact-us. This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage [email protected] describes reporting options and other resources.

XI. SUPPORT SYSTEMS

A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.html provides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu/will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.

of 23 XII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a document ed illness or some other emergency occurring after the 12th week of the semester. Students must NOT a ssume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by th e student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”

XIII. POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstan ces. If the paper is late without permission, the grade will be affected.

XIV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.

XV. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (OPTIONAL)

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly [ht tp://www.socialworkers.org/pubs/Code/code.asp]

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vul nerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work i s attention to the environmental forces that create, contribute to, and address problems in living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inc lusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensit ive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to addres s their own needs. Social workers also seek to promote the responsiveness of organizations, communitie s, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

. Service . Social justice . Dignity and worth of the person . Importance of human relationships . Integrity . Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and th e principles that flow from them, must be balanced within the context and complexity of the human experi ence.

of 23 XVI. COMPLAINTS

If you have a complaint or concern about the course or the instructor, please discuss it first with the instru ctor. If you feel cannot discuss it with the instructor, contact the chair of the [xxx]. If you do not receive a s atisfactory response or solution, contact your advisor and/or Vice Dean Dr. Paul Maiden for further guidan ce.

XVII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE (OPTIONAL)

 Be mindful of getting proper nutrition, exercise, rest and sleep!  Come to class.  Complete required readings and assignments BEFORE coming to class.  BEFORE coming to class, review the materials from the previous Unit AND the current Unit, AND scan the topics to be covered in the next Unit.  Come to class prepared to ask any questions you might have.  Participate in class discussions.  AFTER you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.  If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!  Keep up with the assigned readings. Don’t procrastinate or postpone working on assignments.