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Graduate Course Proposal Form Submission Detail - PHC7198

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Current Status: Approved, Permanent Archive - 2011-10-12
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/10/11; GC approved 6/6/11 - Pending concurrence from Anthropology; to USF System for Concurrence 6/23/11; to SCNS 7/1/11 if pending is cleared. Emailed 6/23; SCNS approved eff 10/1/11. Subm PHC 7xxx


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2447 2011-01-12
     
    Department College Budget Account Number
    Community and Family Health PH
     
    Contact Person Phone Email
    Dr. DeBate 46683 rdebate@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 7198 Advanced Qualitative Methods in Community Health Research

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Advanced qualitative research
     
    Course Online? Percentage Online
    O - Online (100% online) 0

    Prerequisites

    PHC 6193; PHC 6500

    Corequisites

    N/A

    Course Description

    This course provides advanced instruction and supervision of field application of qualitative research methods for studying community health problems. Content focuses on the skills to critically evaluate theory-based mixed method designs.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for accreditation

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    All 2nd year doctoral students in community and family health.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Experience with qualitative research.

    Experience with mixed-methods research.


  4. Other Course Information

    A. Objectives

    1. Provide skills for implementing and analyzing theory-based qualitative research.

    2. Prepare manuscript based on qualitative research

    B. Learning Outcomes

    By the end of the course students will:

    1.Describe the principles and procedures involved in mixed and multiple method research designs.

    2.Critique mixed and multiple method health research findings for scientific rigor, strengths and weaknesses, ethical principles, and appropriate and inappropriate uses.

    3.Critique mixed and multiple method research proposals for scientific rigor, strengths and weaknesses, ethical principles, and appropriate and inappropriate uses.

    4.Design and carry out the qualitative research component of a mixed method research project, including data collection, analysis, and interpretation of the core qualitative component.

    5.Prepare a survey instrument to be used to test hypotheses generated by the qualitative research project in a supplementary quantitative component.

    6.Write a manuscript for a peer-review journal describing the results the core qualitative research component for the class project.

    7.Work as an effective research team member.

    C. Major Topics

    Week 1 Mixed and Multiple Method Designs with Qualitative Theoretical Drive

    Week 2 Research Design and Reporting Critiques

    Week 3 Aligning Research Questions, Sampling, and Data Collection Techniques

    Week 4 Data Collection

    Week 5 Data Collection and Management

    Week 6 Codebook Development

    Week 7 Coding and Inter-rater Reliability

    Week 8 Theme Identification

    Week 9 Theme Summarization

    Week 10 Team Work

    Week 11 Interpretation

    Week 12 Developing Grounded Theory

    Week 13 Verification

    Week 14 Reporting

    Week 15 Designing the Quantitative Supplementary Component

    Week 16 Student Presentations

    D. Textbooks

    Morse, J. & Niehaus, L. 2009). Mixed method Design: Principles and Procedures. Walnut Creek, CA: Left Coast Press.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    Assessment strategies include:

    1. Article critique 25 pts (6%)

    2. Proposal critique 25 pts (6%)

    3. Proposal design 50 pts (11%)

    4. Interview guide 25 pts (6%)

    5. Interview performance 50 pts (11%)

    6. Coded transcriptions 50 pts (11%)

    7. Summary of Research findings 50 pts (11%)

    8. Development of a Peer reviewed manuscript 50 pts 11%)

    9. Survey Question development 25 pts (6%)

    10. Class participation and team work 100 pts (22%)

    Total: 450 pts

    A more detailed description of each assignment, instructions for completing each assignment, and grading criteria are posted on Blackboard and included in the schedule of readings and other assignments attached to the end of the syllabus.

    G. Assignments, Exams and Tests

    Assessment strategies include:

    1. Article critique 25 pts (6%)

    2. Proposal critique 25 pts (6%)

    3. Proposal design 50 pts (11%)

    4. Interview guide 25 pts (6%)

    5. Interview performance 50 pts (11%)

    6. Coded transcriptions 50 pts (11%)

    7. Summary of Research findings 50 pts (11%)

    8. Development of a Peer reviewed manuscript 50 pts 11%)

    9. Survey Question development 25 pts (6%)

    Total: 450 pts

    A more detailed description of each assignment, instructions for completing each assignment, and grading criteria are posted on Blackboard and included in the schedule of readings and other assignments attached to the end of the syllabus.

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Late assignments: All late assignments will be penalized a minimum of 2 points per day. Failure to complete any assignment will not constitute an excuse for being assigned an “I” grade in the course. Exceptions to this policy will be made only in the case of severe illness, documented family emergency, or similar problem.

    Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at:

    Undergraduate:

    http://www.ugs.usf.edu/pdf/cat1011/2010-2011DRAFT.pdf#page=61

    Graduate:

    http://www.grad.usf.edu/inc/linked-files/USF_Grad_Catalog_2010_2011.pdf#page=42

    The University of South Florida has an account with an automated plagiarism detection service (SafeAssign), which allows instructors and students to submit student assignments to be checked for plagiarism. I (the instructor) reserve the right to 1) request that assignments be submitted as electronic files and 2) submit students’ assignments to SafeAssign, or 3) request students to submit their assignments to SafeAssign through myUSF. Assignments are compared automatically with a database of journal articles, web articles, the internet and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized.

    NOTE: An institution may not release a paper to a plagiarism detection software without the student’s prior consent unless all personally identifiable information has been removed, such as a student’s name, social security number, student number, etc.. Note that a paper/essay is considered an educational record and an institution may not ask a student to waive their rights under FERPA for the purpose of submitting papers to a plagiarism detection software.

    For more information about Plagiarism and SafeAssign, visit:

    Plagiarism tutorial: http://www.cte.usf.edu/plagiarism/plag.html

    SafeAssignl: http://media.c21te.usf.edu/pdf/student/bbstud_subsafeassgn.pdf

    J. Program This Course Supports

    PhD Public Health, Department of Community & Family Health


  5. Course Concurrence Information

    PhD Anthropology



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