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Graduate Course Proposal Form Submission Detail - PHC7708

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Current Status: Approved by SCNS - 2012-05-30
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): 1. Course Description 2. Course objectives so that they meet program competencies. 3. Course format. Due to the higher level nature of the competencies and specific learning objectives, this course has been redesigned to be a problem-based learning course.
Comments: to gc 5/10/11; GC approved 6/6/11; to USF system for concurrence 6/23/11; to SCNS 7/1/11. Appd 7/15/11. Nmbr 7708 apprd as 7704


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2489 2011-03-06
     
    Department College Budget Account Number
    Community and Family Health PH 0-6405-000
     
    Contact Person Phone Email
    Rita DeBate 46683 rdebate@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 7708 Applied Community-Based Research Methods

    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 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Applied research methods
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    PHC 7XXX Professional Foundations 1; PHC 7XXX Advanced Research Methods and Evaluation; PHC 7417 ; PHC 7405; PHC 7XXX Advanced Qualitative Research Methods

    Corequisites

    non

    Course Description

    Focuses on the application of appropriate theories, models, and methods of research inquiry to multi-level public health research and evaluation.


  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 3rd year PhD Public Health (community and family health)students

    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 problem-based learning


  4. Other Course Information

    A. Objectives

    Domain 1: Scientific Knowledge and Theory

    1. Defend the importance of theoretical frameworks in planning, implementation, and evaluation of community and family health interventions

    Sub-competency: Distinguish among major and emerging intrapersonal, interpersonal, organizational, and community level theories used in community and family health

    Sub-competency: Apply appropriate theoretical frameworks to public health assessments, interventions, and evaluations

    2. Analyze research traditions in community and family health from the standpoint of the philosophy of science

    Domain 2: Research

    3. Critically analyze research literature

    4. Identify models for guiding independent research

    5. Formulate research questions and testable hypotheses that will impact community and family health

    Sub-competency: Develop research questions and testable hypotheses based on established and/or emerging theories

    6. Align research questions with appropriate methods of inquiry

    Sub-competency: Weigh strengths and weaknesses of research designs and methods (both qualitative and quantitative) as related to research questions

    Sub-competency: Identify and operationally define study variables

    7. Describe techniques and methods for community-based participatory research

    8. Assess appropriateness of existing data sets to answer research questions

    9. Analyze research data

    Sub-competency: Differentiate among analytical techniques to determine the most appropriate for specific research questions

    Sub-competency: Identify and apply analytical techniques that are most appropriate for specific research questions

    Sub-competency: Analyze secondary quantitative and qualitative datasets.

    Sub-competency: Demonstrate application of one qualitative and one quantitative analysis software program.

    Sub-competency: Determine reliability and validity of data.

    10. Interpret research findings

    Sub-competency: Derive pertinent implications from research findings.

    Sub-competency: Indicate and address study limitations

    Sub-competency: Indicate directions for future research

    11. Demonstrate appropriate methods of data collection and analysis.

    12. Apply ethical standards of public health in the conduct and dissemination of research

    Sub-competency: Analyze research studies regarding ethical implications

    Sub-competency: Demonstrate ability to protect the privacy and rights of research participants

    B. Learning Outcomes

    By the end of the course, the student will:

    1. Demonstrate the use of public health concepts, theories, and frameworks to identify and analyze research questions, study designs, methods, and data analysis technique that can provide an approach to addressing public health problems.

    2. Assess the relevance and understand the limitations of various research designs in the study of adverse health outcomes, the assessment of effectiveness of public health interventions, and the distribution of and general impact of health services/programs

    3. Defend selected research designs, sampling strategies, measurement and data collection methods for specific research questions

    4. Analyze research data.

    5. Interpret, communicate and defend research findings.

    6. Demonstrate awareness of the scientific behaviors necessary to protect the privacy and rights of research participants.

    C. Major Topics

    Tentative Course Calendar

    *Dates are tentative & subject to change as needed

    Week

    Topic

    Class 1

    Course Introduction & Overview

    Introduction to Problem Based Learning

    Creating Problem Solving Groups

    Introduction to Research Problem 1: TBD (ie: Girls on the Run, TOP)

    Class 2

    Problem 1: Developing a conceptual framework

    Class 3

    Problem 1: Identifying the theoretical framework

    Class 4

    Problem 1: Developing your theory-based aims and research questions

    Class 5

    Problem 1: Developing your study design

    Class 6

    Problem 1: Determining your methods

    Participants

    Measures

    Procedures

    Class 7

    Problem 1: Qualitative and Quantitative data analyses

    Class 8

    Problem 1: Group presentations

    Class 9

    Application of Problem Based Learning

    Introduction to Research Problem 2: TBD

    Class 10

    Problem 2: Developing a conceptual framework

    Class 11

    Problem 2: Identifying the theoretical framework

    Class 12

    Problem 2: Developing your theory-based aims and research questions

    Class 13

    Problem 2: Developing the study design

    Class 14

    Problem 2: Determining the methods

    Participants

    Measures

    Procedures

    Class 15

    Problem 2: Secondary qualitative and quantitative data analyses.

    Class 16

    Problem 2: Group presentations and assessments

    D. Textbooks

    As this is a problem based learning course, there will be no required text. However, students are encouraged to obtain the following recommended textbooks used in pre-requisite courses:

    1. Miller and Salkind. (2002) Handbook of Research Design and Social Measurement. 6th Edition: ISBN: 0-7619-2045-5.

    2. Glanz, K., Rimer, B.K., Viswanath, K (Eds.) (2008). Health Behavior and Health Education (4th edition). San Francisco, CA: Jossey Bass.

    3. National Cancer Institute. Theory at a Glance: A Guide for Health Promotion Practice (2nd edition). U.S. Department of Health and Human Services. Natio

    E. Course Readings, Online Resources, and Other Purchases

    Additional materials/readings may also be needed for problem solving. Books and peer reviewed publications in evaluation, measurement, and statistics will provide you with resources for problem solving and may be assigned in class or sought out by students

    F. Student Expectations/Requirements and Grading Policy

    1. Problem based team activities. Students will work in small teams to respond to a case problem in Public Health assigned by the instructor. This assignment will be worth 50% of the students grade and will be comprised of the following components:

    Conceptual Framework (5%)

    Theoretical Framework (10%)

    Aims & Research Questions (5%)

    Study Design (10%)

    Methods (10%)

    Analyses (10%)

    2. Facilitation of a Class session. Students will be assigned to weeks/topic areas in the 1st week of class and each student/student team will be responsible for developing the outline and activities for their course session. Student outlines will need to be approved by the instructor 1 week prior to class facilitation. (35%)

    3. Class participation. Class participation is comprised of class attendance, completing course readings prior to class, participation in class discussions, and participation in class activities. (15%)

    Grading for class participation is as follows:

    G. Assignments, Exams and Tests

    1. Problem based team activities. Students will work in small teams to respond to a case problem in Public Health assigned by the instructor. This assignment will be worth 50% of the students grade and will be comprised of the following components:

    Conceptual Framework (5%)

    Theoretical Framework (10%)

    Aims & Research Questions (5%)

    Study Design (10%)

    Methods (10%)

    Analyses (10%)

    2. Facilitation of a Class session. Students will be assigned to weeks/topic areas in the 1st week of class and each student/student team will be responsible for developing the outline and activities for their course session. Student outlines will need to be approved by the instructor 1 week prior to class facilitation. (35%)

    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. Its 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

    Late assignments will not be accepted without prior arrangements with the instructor. 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 and where arrangements have been made with the instructor

    J. Program This Course Supports

    PhD Public Health, Community and Family Health


  5. Course Concurrence Information

    All PhD Public Health Concentrations



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.