Provisionally Approved 6/6/02

APPLIED RESEARCH IN AGING

Level II

RATIONALE:  Workers and advocates with the elderly are often confronted with complex questions about which there may be many opinions but little data.  To be effective in this situation, one must be able to clearly articulate significant questions, develop a research methodology, prepare instruments, and gather data that inform debate on the issue. The Action-Research model enables the integration of three different academic responsibilities:  research, teaching, and service. Students have an opportunity to learn about research methods while addressing a community issue impacting elders. The academic institution has the opportunity to actively demonstrate public and community service through partnership with state and community agencies and organizations. Research findings may be disseminated through professional conferences and publications. And community partners may utilize project findings to justify program and service needs, support advocacy efforts, and promote grant development and funding opportunities.

COMPETENCY:  Can state research questions on issues of aging and can select and use data collection methods to address them. 

CRITERIA: 

1.      Identify an issue related to elders for which more information is needed. 

2.      Clearly formulate two to three questions about this issue that can be addressed by research. 

3.      Describe the different ways to collect the information needed to answer the question(s). 

4.      List the strengths and weaknesses of each data collection method. 

5.      Develop a research plan using the strategy found to best fit one of the questions. 

6.      Implement the plan and write up the methodology and preliminary findings.  Explain how the research effort addresses the question.

PORTFOLIO LINKS: You are expected to use the Level II Communications Portfolio writing standards as guidelines for the essays required by this competency.  At a minimum, writing should demonstrate Level I Communications Portfolio standards.

STANDARDS:

1.      For Criterion 1, the issue may relate to a local, state, or federal concern impacting elders.  It should be clearly defined as a topic that lends itself to an applied research effort that might benefit elders.

2.      For Criterion 2, the question statement must include the identification of the key concepts of interest and how the student intends to measure them.  Where appropriate, the important variables must be identified. 

3.      For Criterion 3, at least three different approaches to gathering the needed information must be identified (e.g., interviewing, surveying, field research, archival data collection, participant observation).

4.      For Criterion 4, discussion of strengths and weaknesses must include availability, cost, environmental factors, access, political pressures, resources, and appropriateness to the question and to the population.

5.      For Criterion 5, the research plan must include the type, source, and quantity of information sought; time frame and strategy for gathering this information; and the fit between the question and the strategy selected for gathering the needed information. 

6.      For Criterion 6,

Prepare a written report of the overall project and preliminary findings:

• The written discussion must record and explain the reasons for any changes in the methodology, and must include a discussion of the limitations of the research.
• The data collection plan must include specification of type, source, and quantity of data sought; time frame for collection; design of required data collection instrument; and fit between methodology and research question.
• When documenting implementation, record any modifications of the plan, and the events or circumstances that precipitated them.
• Present preliminary findings and discuss implications for policy or practice.

EXAMPLES OF DEMONSTRATION:

1.      Prior Learning:  A student who has worked on a research project which meets Criterion 1 (relevance to elders) submits to a faculty evaluator:  a written problem statement, data collection plan, implementation log, collected data, written evaluation, and a letter from the project manager describing the student’s role and assessing the student’s work.

2.      Independent Learning:  A student, or group of students addresses the competency requirements independently, presenting a written problem statement, data collection plan, implementation log, collected data, written evaluation, and report of her/his own role in the project to a faculty evaluator.

3.      Course:  A student completes a CPCS course addressing the competency or utilizes an appropriate transfer.

4.      Field Project: A student fully participates in an action-research project designed to address a community need impacting elders and carried out in partnership between the University and community agency or organization.