Graduate Course Proposal Form Submission Detail - PHC7583
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Approved, Permanent Archive
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 6/23/11. SCNS approved eff 10/1/11, subm phc 7xxx
- Department and Contact Information
Tracking Number Date & Time Submitted 2486 2011-03-01 Department College Budget Account Number Community and Family Health PH 0-6405-000 Contact Person Phone Rita DeBate 46683 email@example.com
- Course Information
Prefix Number Full Title PHC 7583 Community-Based Health Promotion 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) Community Health Promotion Course Online? Percentage Online C - Face-to-face (0% online) 0
PHC 7XXX Advanced Qualitative Research Methods; PHC 7405 Doctoral Theory
This course is designed to familiarize students with key historical underpinnings and principles and practices of community-based participatory research.
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?
Every 3rd year PhD student in Community and family health.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 1 time
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
PhD, DrPH, experience with community based participatory research
- Other Course Information
1. Critically analyze research literature
2. Describe techniques and methods for community-based participatory research
3. Apply ethical standards of public health in the conduct and dissemination of research
4. Work as an effective team member
5. Describe techniques and methods for including community members in planning, implementing, and evaluating public health programs
6. Disseminate knowledge across targeted audiences in practice, policy, and community settings
B. Learning Outcomes
1. Identify and describe key theoretical perspectives that have shaped the development and evaluation of community-based health promotion;
2. Describe and apply the major principles of community-based participatory research;
3. Analyze key methodological considerations in partnering with communities, planning for research, gathering data, and disseminating results;
4. Demonstrate the importance of cultural competence in developing community-based health promotion programs; and
5. Identify and critically examine ethical dimensions of community-based health promotion
C. Major Topics
• Introduction to Course
• Defining Community
• Community Interventions and Interventions in Communities
• Strengths and Limitations of Large-Scale Community-based Health Promotion Programs
• Principles of Community-Based Participatory Research
Partnership Formation and Maintenance
• Community Readiness Model
• Diverse Populations and Cultural Competence
Methodological Considerations in Community-based Participatory Research
• Data Gathering, Interpretation, Results Sharing, and Action Planning
Issues of Power and Ethics in CBPR
Community Health Promotion Strategies
E. Course Readings, Online Resources, and Other Purchases
Weekly articles can be downloaded from Blackboard; Watch for postings of other supplemental resources
F. Student Expectations/Requirements and Grading Policy
Grades will be determined by assessing the percentage of the total possible points obtained.
Total Possible Points: 200
Active Participation in Class: 30 points
Reflection papers: 4 papers @ 10 points each: 40 points
Facilitation of class discussion: 50 points
Community Project (Summary of Key Indicator Data Available @ 20 points; Description of Methods Used to Collect Data and/or Additional Information from Stakeholders @ 5 points, Summary of Information Obtained from Key Stakeholders @ 15 points; Discussion and Recommendations for Next Steps @ 15 points; Presentation @ 20 points): 80 points
G. Assignments, Exams and Tests
1. Participation in Class Discussions: Students are expected to actively engage in discussions about the assigned readings and related concepts. Students’ participation will be evaluated in terms of the following: (a) apparent thoughtfulness of comments; (b) active engagement in course material; and (c) ability to keep an open mind, even when discussing controversial viewpoints.
2. Reflection Papers: Each week (starting in the second week of class), students will submit a REFLECTION PAPER summarizing one’s critical reflection on the in-class readings and field-based experiences during the week. For each paper, write and submit: 1) a brief statement describing the weekly experience(s); 2) summary of what you learned and how the experience(s) related to information gleaned from the readings and class discussions during the week; 3) thoughts regarding how you might build upon the experience in preparation for the next week’s activities. Please submit these electronically by 5:00 p.m. Friday of each week – limit of 2 pages.
3. Discussion Facilitation: Each student will be responsible for leading one class discussion during the semester. Weekly topics will be assigned during the first day of class. All students are expected to complete assigned readings prior to class; therefore, facilitators will develop a predominantly discussion-based lesson plan that incorporates concepts from the day’s assigned course readings. Facilitators will have approximately 1 hour to lead the discussion and are expected to develop critical questions that require students to address the commonalities, exceptions, strengths, weaknesses, and challenges presented from the readings.Students will also submit a teaching plan that outlines the specific points that facilitators intend to discuss and how they plan to address these points. More details about the requirements for this teaching plan and grading criteria will be presented in class.
Health Promotion Group Project: Our class will be conducting service-learning projects using CBPR methods. In the past, we have worked with Dr. Richard Briscoe and key leaders of the East Tampa community in conducting a follow-up to a community assessment recently conducted. Our long term goal was to gain insight from several data sources, including perspectives of community service providers, about identified health priorities for children and families in an effort to plan programs that will ultimately reduce health disparities in the East Tampa community. We will conduct a similar community-based project this semester. More specific details will be presented to students about deadlines and guidelines for each component of this project.
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,
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 assessed a penalty of 5 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.
COPH policy: http://publichealth.usf.edu/academicaffairs/academic_procedures.html
J. Program This Course Supports
PhD, Community and Family Health
- Course Concurrence Information