Graduate Course Proposal Form Submission Detail - PHC6948
Edit function not enabled for this course.
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 6802 changed to 6948. SCNS approved eff 3/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 2980 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 6948 Service Learning in Adolescent Behavioral Health III Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? Y 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 III Course Online? Percentage Online B - Face-to-face and online (separate sections) 30
PHC 6539 Foundations in Adolescent Behavioral Health; PHC 6728 Translational Research Methods in Adolescent Behavioral Health; PHC 6729 Advanced Research Education in Adolescent Behavioral Health, PHC 6946, PHC 6947
Facilitate completion of the third phase of the Capstone Project. Students will analyze and report findings from research projects conducted during the Service Learning II course.
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 course 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
The primary objective of the course is for students to gain the skills and knowledge needed to analyze and report on findings from participatory research or program evaluation in community settings. Students will work as a team with community agency partners and academic mentors to present findings at a national conference in child and adolescent mental health.
B. Learning Outcomes
Students will 1) Be able to analyze data collected as part of a community based translational research project in adolescent behavioral health; 2) Demonstrate an ability to synthesize and present findings from a translational research project in both written and oral communication formats; and 3) Be able to critically evaluate their experience in conducting translational research in an adolescent behavioral health community setting.
C. Major Topics
Research utilization in community settings; behavioral health services research planning; impact of organizational culture and climate on services research; strategies for dissemination of findings from clinical services research; the meaning of research outcomes for various key stakeholders.
• Barwick MA, Boydell KM, Stasiulis E, et al. Research utilization among children’s mental health providers. Implementation Science 2008; 3(19). doi:10.1186/1748-5908-3-19.
• Compton WM, Stein JB, Robertson EB, et al. Charting a course for health services research at the National Institute on Drug Abuse. Journal of Substance Abuse Treatment 2005; 29:167-172.
• Durlak JA, DuPre EP. Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology 2008; 41: 327-350.
E. Course Readings, Online Resources, and Other Purchases
Barwick MA, Boydell KM, Stasiulis E, et al. Research utilization among children’s mental health providers. Implementation Science 2008; 3(19). doi:10.1186/1748-5908-3-19.
Compton WM, Stein JB, Robertson EB, et al. Charting a course for health services research at the National Institute on Drug Abuse. Journal of Substance Abuse Treatment 2005; 29:167-172.
Durlak JA, DuPre EP. Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology 2008; 41: 327-350.
Hawkins JD, Oesterle S, Brown EC, et al. Results of a type 2 translational research trial to prevent adolescent drug use and delinquency. Archives of Pediatrics and Adolescent Medicine 2009; 163(9): 789-798.
Hemmelgarn AL, Glisson C, James LR. Organizational culture and climate: Implications for services and interventions research. Clinical Psychology: Science and Practice 2006; 31(1): 73-89.
McGovern MP, Fox TS, Xie H, et al. A survey of clinical practices and readiness to adopt evidence-based practices: Dissemination research in an addiction treatment system. Journal of Substance Abuse Treatment 2004; 26: 305-312.
McHue RK, Barlow DH. The dissemination and implementation of evidence-based psychosocial treatments: A review of current efforts. American Psychologist 2010; 65(2): 73-84.
Mendel P, Meredith LS, Schoenbaum M, et al. Interventions in organizational and community context: A framework for building evidence on dissemination and implementation in health services research. Administration and Policy in Mental Health and Mental Health Services Research 2008; 35: 1-2, 21-37.
Additional supplemental readings TBA.
F. Student Expectations/Requirements and Grading Policy
Capstone project presentation -35%
Written report -40%
Weekly research journal entries -15%
Institute seminar -10%
G. Assignments, Exams and Tests
Completion of data analysis for research or evaluation project
Written report of findings from research or evaluation project
Presentation of Capstone Project
Weekly research journal entries
Attendance of institute seminars and regional conference
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 receive and automatic 10% penalty.
J. Program This Course Supports
Core course- Proposed Graduate Certificate in Translational Research in Adolescent Behavioral Health
- Course Concurrence Information
MSW, PhD Social Work
PhD, DrPH, MSPH Behavioral Health Focus in the Dept.Community & Family Health (COPH)