RES Research Courses at Global Campus

Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.

This course demonstrates the value of evidence-based practice as an integral part of formulating human services research and policy. Course work examines the current definition of evidence-based policy and approaches to move the field forward. The course provides an evaluation of evidence-based literature, including case study examples of the application of evidence-based practices in human services. The course also examines actions to further evidence-based policy, including preparing and communicating data more effectively, using existing analytic tools, conducting policy surveillance, and tracking outcomes with different types of evidence.

This interactive workshop contributes to a student’s commitment toward lifelong learning. As practitioners, leaders, and scholars, students will engage in self-awareness and learn to become active participants in supporting their personal, professional, and academic goals. Students will consider what it means to be a participant of a scholarly community, and how becoming a scholar-practitioner can impact the students’ professional community and future goals. Students will engage in scholarly skills of writing, critical thinking, and research as they learn how to explore topics within their own discipline. Students will formulate questions and provide structured responses, discuss the results and impact of data, recognize the need and scope of research problems, and search for scholarly articles and documents. The Dissertation or Applied Doctoral Project process will be introduced as students will connect their Dissertation or Applied Doctoral Project preparation to the rest of their scholarly journey.

In the second workshop of the In-Residence series, students will continue to build on scholarly competencies, focusing on critical thinking skills and developing more advanced research skills involving assessment and feedback. Through discussion, assessment, feedback, and reflective activities, students will learn a variety of skills, both insight- and action-based, with a core focus on critically assessing oneself and others in order to serve as leaders and scholars in their communities of practice. Students will evaluate a problem statement, critique a scholarly paper, interpret data, and synthesize ideas through the development of a literature review.

In the third workshop of the In-Residence series, students will continue to build on scholarly competencies with clarity and accuracy about data or complex ideas, focusing on the Dissertation or Applied Doctoral Project process and how this definitive scholarly product supports the community in which students serve. As leaders in scholarship and in their communities, it becomes increasingly essential for students to recognize the complexity of the people with whom they interact. In this advanced workshop, students explore their understanding of different populations and the impact of diversity on their research and professional experiences by creating relevant questions. Students will learn to write a problem statement as well as a scholarly paper with a focus on the ethical and legal access and use of information. Students will further explore how to generate, and implement new knowledge as well as create visuals of data in a variety of contexts for scholarly and professional application.

This workshop is optional. The session provides an opportunity for students to return to the University of Arizona Global Campus community to support the Dissertation or Applied Doctoral Project process, specifically enhancing the quality of their research question, research design, methodology, and/or the analysis. This open-forum, community-based workshop provides the setting to support student-faculty interaction and personalized solutions in assisting students who desire additional faceto-face support.

This interactive workshop contributes to a student’s commitment toward lifelong learning. As practitioners, leaders, and scholars, students will engage in self-awareness and learn to become active participants in supporting their personal, professional, and academic goals. Students will consider what it means to be a participant of a scholarly community, and how becoming a scholar-practitioner can impact the students’ professional community and future goals. Students will engage in scholarly skills of writing, critical thinking, and research as they learn how to explore topics within their own discipline. Students will formulate questions and provide structured responses, discuss the results and impact of data, recognize the need and scope of research problems, and search for scholarly articles and documents. The Dissertation or Applied Doctoral Project process will be introduced as students will connect their Dissertation or Applied Doctoral Project preparation to the rest of their scholarly journey

In the second workshop of the In-Residence series, students will continue to build on scholarly competencies, focusing on critical thinking skills and developing more advanced research skills involving assessment and feedback. Through discussion, assessment, feedback, and reflective activities, students will learn a variety of skills, both insight- and action-based, with a core focus on critically assessing oneself and others in order to serve as leaders and scholars in their communities of practice. Students will evaluate a problem statement, critique a scholarly paper, interpret data, and synthesize ideas through the development of a literature review.

In the third workshop of the In-Residence series, students will continue to build on scholarly competencies with clarity and accuracy about data or complex ideas, focusing on the Dissertation or Applied Doctoral Project process and how this definitive scholarly product supports the community in which students serve. As leaders in scholarship and in their communities, it becomes increasingly essential for students to recognize the complexity of the people with whom they interact. In this advanced workshop, students explore their understanding of different populations and the impact of diversity on their research and professional experiences by creating relevant questions. Students will learn to write a problem statement as well as a scholarly paper with a focus on the ethical and legal access and use of information. Students will further explore how to generate, and implement new knowledge as well as create visuals of data in a variety of contexts for scholarly and professional application.

This workshop is optional. The session provides an opportunity for students to return to the University of Arizona Global Campus community to support the Dissertation or Applied Doctoral Project process, specifically enhancing the quality of their research question, research design, methodology, and/or the analysis. This open-forum, community-based workshop provides the setting to support student-faculty interaction and personalized solutions in assisting students who desire additional face to-face support. Equivalent to RES 8004.