Graduate Course Proposal Form Submission Detail - PHC6946
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 12/3 for Grad Certificate Trans Research. GC approved 12/12/12 to Sys 12/12/12. to SCNS 12/20. Nmbr 6800 chnged to 6946. Apprd effective 3/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 2977 2012-10-16 Department College Budget Account Number Community and Family Health PH Contact Person Phone O. Tom Massey 8139746403 firstname.lastname@example.org
- Course Information
Prefix Number Full Title PHC 6946 Service Learning in Adolescent Behavioral Health I Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 1 O - Other S - S/U Only Abbreviated Title (30 characters maximum) Svc Lrn in Adol Beh Hth 1 Course Online? Percentage Online B - Face-to-face and online (separate sections) 30
Foundations in Adolescent Behavioral Health
Translational Research Methods in Adolescent Behavioral Health
Orient students to the organizational context of adolescent behavioral health community agencies and communty implementation of evidence-based practices. Students complete first phase of the Capstone project.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
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?
This course supplements web-based coursework in translational research in adolescent behavioral health that are proposed collectively as part of a new graduate certificate program.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
In addition to a PhD, the instructor should have substantial knowledge in behavioral health.
- Other Course Information
Course objectives are to provide students with an orientation to academic-community partnerships for services research and program evaluation in the area of translational research in child and adolescent behavioral health.
B. Learning Outcomes
Students will: 1) Understand the organizational context of their selected adolescent behavioral health community agency and the population(s) served, and the complexities of conducting translational research in the community; 2) Be able to identify a translational research topic relevant to the context and needs of the adolescent behavioral health community agency and conduct a background/literature review of this topic; 3) Demonstrate an ability to develop a logic model to guide the conduct of translational research in adolescent behavioral health; 4) Be able to develop a comprehensive plan for conducting an adolescent behavioral health translational research project in their selected community agency; and 5) Critically evaluate their experience conducting translational research in an adolescent behavioral health community setting.
C. Major Topics
Community-based participatory research; building academic-research partnerships for adolescent behavioral health research; orientation to local community providers of adolescent behavioral health services and interventions.
None. Students have online readings.
E. Course Readings, Online Resources, and Other Purchases
Readings are accessible through USF Library.
Bradshaw, CP, Haynes KT. Building a science of partnership-focused research: Forging and sustaining partnerships to support child mental health prevention and service research. Administration and Policy in Mental Health and Mental Health Services Research 2012; 39:221-224.
Chambers DA, Pringle B, Juliano-Bult. Connecting science and practice in child and adolescent mental health services research. Administration and Policy in Mental Health and Mental Health Services Research 2012; 39:321-326.
Brown HC., et al. Partnerships for the design, conduct, and analysis of effectiveness, and implementation research: Experiences of the prevention science and methodology group. Administration and Policy in Mental Health and Mental Health Services Research 2012; 39:301-316.
Robertson EB, Sims BE, Reider EE. Partnerships in drug abuse prevention services research: Perspectives from the National Institute on Drug Abuse. Administration and Policy in Mental Health Services Research 2012; 39:327-330
Additional supplemental readings TBA.
F. Student Expectations/Requirements and Grading Policy
Weekly research journal entries-20%
G. Assignments, Exams and Tests
Complete a background/literature review.
Complete a logic model.
Develop and prepare a research plan/proposal.
Prepare a weekly research journal.
Attend one Institute Seminar.
H. Attendance Policy
Students will be required to meet the first day attendance requirement. Students will also be required to complete course readings as assigned and all written or data collection assignments, and therefore are expected to log-in to the class site on Canvas at least weekly. Students will also be required to complete assigned hours and tasks at the service learning/community partner sites, according to the schedule determined by the agency in coordination with the student and the course instructor.
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: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Canvas 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
Each course assignment is to be submitted on or before the due date. Late assignments will recieve an automatic 10% penalty.
J. Program This Course Supports
Core course of the proposed Graduate Certificate in Translational Research in Adolescent Behavioral Health
- Course Concurrence Information
MSW, PhD, DrPH, MSPH in Department of Community and Family Health (COPH)