Graduate Course Proposal Form Submission Detail - PHC6947
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Submission Type: Change
Course Change Information (for course changes only): Change the course credit hours from 1 credit hour to 2 credit hours. Currently, Institute Scholars (graduate certificate students) enrolled in the Graduate Certificate in the Translational Research in Adolescent Behavioral Health program take three one credit hour service learning (SL) courses during the second, third, and fourth semesters of this four semester, 15 credit hour graduate certificate program. During the second, third, and fourth semesters, the Institute Scholars are working with their research group scholars, academic mentors, and community partner mentors in the development of their applied research study. The Institute Scholars are spending more than twice the hours each semester on their service learning activities in each one credit hour service learning course. Thus, changing the three service learning courses from one credit hour to two credit hours each becomes a more accurate reflection of the time and effort each Institute Scholar is devoting to each of the service learning courses in this graduate certificate program. I would appreciate the immediate implementation of this change in the Graduate Certificate in Translational Research in Adolescent Behavioral Health program since the increase the service learning course credit hours will be a more accurate reflection of Institute Scholar efforts in this certificate program. In summary, increasing the credit hours devoted to service learning courses is a better use of the Institute Scholars time dedicated to the service learning experience in this translational research graduate certificate program.
Comments: For Grad Cert in Trans Rese in Adol Beh Hlth - required. GC appd 2/10/15. To USF Sys 2/27/15. Apprd eff 4/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 5056 2014-09-03 Department College Budget Account Number Community and Family Health PH 640500 Contact Person Phone Bruce Lubotsky Levin 8139746400 email@example.com
- Course Information
Prefix Number Full Title PHC 6947 Service Learning in Adolescent Behavioral Health II 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 II Course Online? Percentage Online B - Face-to-face and online (separate sections) 30
PHC 6539; PHC 6946; PHC 6728
The purpose of this course is to facilitate completion of the second phase of the Capstone Project, the service learning component of the Institute. Students will implement research projects conceptualized in the first service learning course.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
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 the Graduate Certificate in Translational Research in Adolescent Behavioral Health program.
This course also is an elective in the Behavioral Health Concentration in the Department of Community Family Health, USF College of Public Health.
This course is a required course in the non-thesis (applied field experience) in the Translational Research & Evaluation Concentration, Department of Child & Family Studies, USF College of Behavioral & Community Sciences.
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 put a research or evaluation plan into action in a community setting, through a partnership with a community provider of adolescent behavioral health services.
B. Learning Outcomes
Students will: 1) Demonstrate an ability to implement a translational research project in an adolescent behavioral health community provider setting, specifically the collection and entry of study data; and 2) Critically evaluate their experience conducting translational research in an adolescent behavioral health community setting.
C. Major Topics
Implementation research in community settings; methodologies for implementation research; advancing academic-community partnerships for child and adolescent behavioral health research; data collection, entry and analysis methods.
There will be required and supplemental readings, but no course
textbook. See course readings below.
E. Course Readings, Online Resources, and Other Purchases
Glasgow RE. What types of evidence are most needed to advance behavioral medicine? Annals of Behavioral Medicine 2008; 35:19-35. DOI 10.1007/s12160-007-9008-5.
Holmes BJ, Finegood DT, Riley BL, et al. Systems thinking in
dissemination and implementation research. In: Brownson RC, Colditz GA, Proctor EK (Eds). Dissemination and implementation research in health: Translating science to practice. New York: Oxford University Press, 2012.
Minkler M, Salvatore AL. Participatory approaches for study design and analysis in dissemination and implementation research. In: Brownson, R.C., Colditz, G.A., & Proctor, E.K. (Eds.). Dissemination and Implementation Research in Health: Translating Science to Practice. New York: Oxford University Press, 2012.
Proctor EK., Landsverk J, Aarons G, et al. Implementation research in mental health services: An emerging science with conceptual, methodological, and training challenges. Administration and Policy in Mental Health and Mental Health Services Research 2009; 36:24-34.
Tashiro T, Mortensen L. Translational research: How social psychology can improve psychotherapy. American sychologist 2006; 61(9): 959-966.
Additional supplemental readings TBA.
F. Student Expectations/Requirements and Grading Policy
Weekly research journal entries -15%
G. Assignments, Exams and Tests
Data collection for research or evaluation project.
Data entry for research or evaluation project.
Data analysis for research or evaluation project.
Weekly research journal entries.
Attendance for at least one institute seminar.
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: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor the 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
Graduate Certificate in Translational Research in Adolescent Behavioral Health Program
- Course Concurrence Information
Behavioral Health Concentration, Department of Community Family Health, USF College of Public Health.
Translational Research & Evaluation Concentration, Department of Child & Family Studies, USF College of Behavioral & Community Sciences.