Graduate Course Proposal Form Submission Detail - MHS7748
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 - for new Child Bev Health Prog. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. 7746 approved as 7i748, eff 9/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 3159 2013-04-04 Department College Budget Account Number Child and Family Studies BC TPA, 583001, 10000, 000000, 0000000 Contact Person Phone Svetlana Yampolskaya, Ph.D. 8139748218 email@example.com
- Course Information
Prefix Number Full Title MHS 7748 Statistical Applications in Translational Research and Eval. Is the course title variable? Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Course Online? Percentage Online C - Face-to-face (0% online) 100
The course covers the basic applications of statistical concepts and techniques essential to translational research and evaluation in child and adolescent behavioral health.
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?
A specific focus on Child & Adolescent Behavioral Health is in demand as evidenced by surveys with undergraduate and graduate students at USF conducted in fall of 2012. A review of existing courses does not show offerings similar to this course.
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 doctoral degree, substantial knowledge of Behavioral Health/Development Disabilities
- Other Course Information
The course objectives are to ensure that students master the course subject matter and to develop students’ ability to use course concepts in thinking and problem solving in translational research and evaluation in child and adolescent behavioral health.
B. Learning Outcomes
Upon completion of this course, students will:
1. Understand and be able to interpret the professional literature as it relates to statistical methods common in translational research and evaluation in child & adolescent behavioral health;
2. Understand various types of study designs as applies to translational research and evaluation in child & adolescent behavioral health;
3. Demonstrate knowledge of statistical techniques and methods and apply them to translational research and evaluation in child & adolescent behavioral health; and
4. Understand basic analytic strategies for data analysis in translational research and evaluation in child & adolescent behavioral health
C. Major Topics
Basic and applied studies in translational research and evaluation; evaluation and types of evaluation; study design in translational research and evaluation; cross-sectional studies, longitudinal studies, randomized control trials, quasi-experimental design; conceptualization in translational research and evaluation; operationalization; levels of measurement; sampling; frequency distribution, normal distribution, measures of central tendency; correlation and causation; causal inferences in program evaluation; simple linear and multiple regression; statistical significance; T-test, Analysis of Variance (ANOVA), effect size and statistical power; non-parametric methods; chi-square analysis; secondary data analysis in translational research and evaluation; longitudinal data analysis in translational research and evaluation.
Gravetter, F. J. & Forzano, L. (2011). Research methods for the behavioral sciences. (4th edition). Belmont, CA: Wadworth ISBN 9781111342265
E. Course Readings, Online Resources, and Other Purchases
Hernandez, M., & Hodges, S. (2003). Ideas into Action. http://rtckids.fmhi.usf.edu/rtcpubs/CMHseries/IdeasintoAction.html
Oakes, J. M. (2002). Risks and wrongs in social science research: An evaluator’s guide to the IRB. Evaluation Review, 26(5), 443-479.
Patton, M. Q. (2008). Utilization-focused evaluation: The new century text (4th ed.). Thousand Oaks, CA: Sage. ISBN 978-1-4129-5861-5.
Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Shadish, W. R., Cook, T. D., Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin.
Additional readings will also be assigned each week of the semester.
F. Student Expectations/Requirements and Grading Policy
Grades will be based on the following activities:
Class presentation - 10%
Learning checks/homework - 10% (Two worth 5% each)
Application of quantitative method paper - 15%
Mid-term exam - 30%
Final exam - 30%
Course participation - 5%
94 - 100 = A
90 – less than 94 = A-
87 – less than 90 = B+
84 – less than 87 = B
80 – less than 84 = B-
77 – less than 80 = C+
74 – less than 77 = C
70 – less than 74 = C-
67 – less than 70 = D+
64 – less than 67 = D
60 – less than 64 = D-
less than 60 = F
G. Assignments, Exams and Tests
Class Presentation: Students will be assigned to present an example and illustrations of critical material related to the course. Students will creatively design an activity to enforce the key points of the course materials as it is relevant for their own professional interests and concentration. This activity should demonstrate the application of the principles, methodologies, etc., addressed in the course. This activity should take approximately 20 minutes and may include a review of exemplars in translational research and/or program evaluation, and should be designed to engage and illustrate the topics to maximize the understanding for their fellow students.
Learning Checks/Homework: These two in-class assignments are to assess students' understanding of the methodological terms that are discussed in class. Each learning check assignment is worth 5 points. Students are to work independently on these assignments.
Application of Quantitative Method Paper: This will be a short paper, between 6 and 8 pages, in which students will propose 2 or more research questions or hypotheses related to their area of interest. Students then will describe dependent and independent variables, sample, study design and statistical analysis needed to address a specific research question.
Exams: There will be two examinations, a midterm and final. Material will be taken from the book, required readings, lectures, and discussions. The format of the test will be short essay answers. There will be no multiple choice, true/false, or fill in the blank questions. Examinations will be of a length to allow completion during the regular class period. Each test will cover only the material for that portion of the course. The final will not be cumulative.
The midterm exam will be a closed book, in-class exam and will consist of, short answer and essay questions. The material covered will be taken from the textbook, lectures, assigned readings, and discussions. If you unable to take an exam, please contact Dr. Yampolskaya within 24 hours to make arrangements for rescheduling the exam. Please have adequate documentation available upon request.
The final exam will be a closed book, in-class exam and will consist of short answer and essay questions. The material covered will be taken from the textbook, lectures, assigned readings, and discussions.
H. Attendance Policy
Class attendance will be taken into consideration when evaluating students’ participation in the course. Students who miss even one class session will, in general, have difficulty achieving the level of active participation expected on a consistent basis.
Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. Exceptions may be given for family emergencies, personal illness or other circumstances; however, any exceptions will be up to the discretion of the instructor.
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
If a student is unable to take an exam, please contact the instructor within 24 hours to make arrangements for rescheduling the exam. Please have adequate documentation available upon request.
Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated.
Review USF policies on Academic Integrity of Students at:
J. Program This Course Supports
M.S. in Child and Adolescent Behavioral Health
- Course Concurrence Information