Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - PHC6948
Tracking Number - 5057
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Current Status:
Approved by SCNS - 2015-04-01
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change this course 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 Res Adol Beh Hlth - Required. GC appd 2/10/15. To USF Sys 2/27/15. Apprd eff 4/1/15
Detail Information
- Date & Time Submitted: 2014-09-03
- Department: Community and Family Health
- College: PH
- Budget Account Number: 640500
- Contact Person: Bruce Lubotsky Levin
- Phone: 8139746400
- Email: levin@usf.edu
- Prefix: PHC
- Number: 6948
- Full Title: Service Learning in Adolescent Behavioral Health III
- Credit Hours: 1
- Section Type: O -
Other
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?: N
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Svc Lrn in Adol Beh Hth III
- Course Online?: B -
Face-to-face and online (separate sections)
- Percentage Online: 30
- Grading Option:
S - S/U Only
- Prerequisites: PHC 6539; PHC 6728; PHC 6729; PHC 6946; PHC 6947;
- Corequisites:
- Course Description: The purpose of this course is to 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.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
- 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 courses in the Graduate Certificate in Translational Research in Adolescent Behavioral Health program.
This course is also used in the Behavioral Health Concentration, Department of Community & Family Health, USF College of Public Health.
This course is also used in the non-thesis track in the MS Degree in Child & Adolescent Behavioral Health, Department of Child & Family Studies, USF College of Behavioral & Community Sciences.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- 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, the instructor should have substantial knowledge in behavioral health.
- Objectives: 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.
- 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.
- 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.
- Textbooks: There will be required and supplemental readings, but no course
textbook. See Course Readings below.
- 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.
- Student Expectations/Requirements and Grading Policy: Capstone project presentation -35%
Written report -40%
Weekly research journal entries -15%
Institute seminar -10%
- 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.
- 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: 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.
- 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.
- 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.
MS Degree in Child & Adolescent Behavioral Health, Department of Child & Family Studies, USF College of Behavioral & Community Sciences.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.