Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - PHC6708
Tracking Number - 5108
Current Status:
-
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change title to: Evaluation and Research Methods in Community Health
Change Abbreviated title to: Evaluation and Research Method
Change description to:
Covers foundations necessary to understand and conduct ethical research, including skills necessary to evaluate community health programs,understand and critically analyze existing research,and disseminate findings.
Comments:
Detail Information
- Date & Time Submitted: 2014-10-17
- Department: Community and Family Health
- College: PH
- Budget Account Number:
- Contact Person: Jaime Myers/Dr. Kay Perrin
- Phone: 4045795955
- Email: jmyers@health.usf.edu
- Prefix: PHC
- Number: 6708
- Full Title: Evaluation Methods in Community Health
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- 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?:
- Abbreviated Title (30 characters maximum): Evaluation Methods
- Course Online?: -
- Percentage Online: 0
- Grading Option:
R - Regular
- Prerequisites: None
- Corequisites: None
- Course Description: This course will cover contextual issues surrounding evaluation, evaluation designs and methodological issues, steps involved in conducting an evaluation, communicating the results, and ensuring that evaluation findings are used by intended users.
- Please briefly explain why it is necessary and/or desirable to add this course:
- 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? Title Change needed
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctorate
- Objectives: 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.
This course meets the following MPH concentration competencies:
Public Health Education
1. Assess individual and community needs for health education.
a. Obtain health related data about social and cultural environments, growth and development factors, needs and interests.
4. Evaluate effectiveness of health education programs.
a. Develop plans to assess achievement of program objectives.
b. Interpret results of program evaluation.
c. Infer implications from findings for future program planning.
7. Apply appropriate research principles and methods in health education.
a. Conduct a thorough review of literature.
b. Use appropriate qualitative and quantitative research methods.
c. Apply research to health education practice.
8. Advance the profession of public health education and health promotion.
b. Apply ethical principles as they relate to the practice of health education.
Maternal and Child Health
3. Use basic quantitative and qualitative research methods to prepare data for problem identification, program planning and evaluation, and policy analysis.
7. Communicate effectively both orally an in writing.
8. Utilize cultural competence and social justice concepts, community partnership development, and ethical standards in practice.
Socio-health Sciences
2. Use concepts and methods from social and behavioral sciences in the design and implementation of community health research and intervention programs.
3. Critically evaluate scholarly research in social and behavioral sciences applied to health in terms of its theoretical soundness, scientific rigor, appropriate use of concepts and methods, and contribution to knowledge;
7. Understand the ethical principles guiding the conduct of research on human subjects, including principles for ethical decision-making beyond the regulatory purview of institutional review boards;
Identify situations requiring multidisciplinary (including Socio-behavioral) approaches to research and intervention on public health problems, and familiarity with the process of collaboration and integration of multiple perspectives
Behavioral Health
6. Identify and understand study design and treatment interventions for individuals with mental health and substance use problems.
8. Specify strategies for assessing the design and effectiveness for planning and evaluating behavioral health programs.
10. Critically evaluate applied services research and specify a broad range of behavioral health literature to analyze behavioral health issues and problems.
- Learning Outcomes: Upon completion of this course, students will be able to:
1.Define program evaluation and research.
2.Describe the role of the literature review literature in research planning.
3.Identify the different purposes of program evaluation.
4.Differentiate between the various types and models of program evaluation.
5.Differentiate between program evaluation and basic research strategies.
6.Explain ethical issues involved with research and evaluation and use of human subjects in research.
7.Understand differences between quantitative and qualitative research methods and describe the most appropriate use including the advantages and disadvantages in public health research design.
8.Compare and contrast quasi-experimental and experimental research designs.
9.Identify the strengths and weaknesses of different data gathering techniques.
10.Understand basic analytic strategies for data analysis and when it is necessary to consult with a statistician for additional assistance.
11.Describe a variety of techniques that may be used to communicate research results.
- Major Topics: Differences between research and evaluation. Theory and research. Theory of Change and Evaluation. Literature review
Types of evaluation: Process evaluation. Formative evaluation. Outcome evaluation. Needs assessment. Logic models. Ethics in research
Developing a study: Hypotheses. Research questions. Conceptualization. Operationalization. Measurement. Levels of measurement. Dependent and independent variables
Study design. Cross-sectional studies. Longitudinal studies. Randomized control trials. Quasi-experimental design
Qualitative methods: Interviews. Focused groups. Content analysis. Field notes. Ethnography. Narrative inquiry. The Delphi method. Direct observation
Secondary data analysis.
Survey. Sampling. Probability sampling: Simple random sampling, stratification sampling, cluster sampling. Non-probability sampling. Sampling error
Data analysis:
Descriptive data analysis: Mean, Median, Range Standard Deviation. Normal distribution. Skewness and kurtosis
Basic data analysis: Correlation, Linear Regression, T-Test, ANOVA. Statistical and Clinical significance
Dissemination of findings
- Textbooks: Neuman W. L. (2010). Social research methods: Quantitative and qualitative methods (7th ed.) ISBN 9780205615964.
- Course Readings, Online Resources, and Other Purchases: Assigned Readings:
Neuman Chapter 2: What Are the Major Types of Social Research?
Neuman Chapter 3: Theory and Research
Neuman 124-143: The Literature Review
Neuman 143-160: Ethics in Social Research
Neuman Chapter 6: Strategies of Research Design
Neuman Chapter 7: Qualitative and Quantitative Measurement
Neuman Chapter 9: Experimental Research
Neuman Chapter 13: Field Research and Focus Group Research
Neuman 374-379: Secondary Data Analysis of Survey Data
Neuman Chapter 8: Qualitative and Quantitative Sampling
Neuman Chapter 10: Survey Research
Neuman Chapter 12: Analysis of Quantitative Data
Neuman Chapter 16: Writing the Research Report and the Politics of Social Research
Additional Resources:
1.Stufflebeam, D. L. (2001). Evaluation models. New Directions for Evaluation, 89, 7-98.
2.Cooksy, L. K. (2005). The complexity of the IRB process: Some things you wanted to know about IRBs but were afraid to ask. American Journal of Evaluation, 26(3), 352-361.
3.W. K. Kellogg Foundation. (2004). Logic model development guide. Battle Creek, MI: WKKF. (http://www.wkkf.org/knowledge-center/resources/2006/02/WK-Kellogg-Foundation-Logic-Model-Development-Guide.aspx)
4.Usable Knowledge’s Online Logic Model Training: http://www.usablellc.net/Logic%20Model%20(Online)/Presentation_Files/index.html
5.Fowler, F. J. (2002). Survey research methods (3rd ed.). Thousand Oaks, CA: Sage.
6.Shadish, W. R., Cook, T. D., Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin.
7.Steckler, A., McLeroy, K. R., Goodman, R. M., Bird, S. T., & McCormick, L. (1992). Toward integrating qualitative and quantitative methods: An introduction. Health Education Quarterly, 19(1), 1-8.
8.Card, J. J., Greeno, C., Peterson, J. L. (1992). Planning an evaluation and estimating its cost. Evaluation and the Health Professions, 15(4), 75-89.
- Student Expectations/Requirements and Grading Policy: 1. Exams (2 @ 250) 500/50%
2. Literature Review Paper 250/25%
3. Student Presentation 150/15%
4. Attendance/Participation 100/10%
Total points/percentage: 1000/100%
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 59% or below
*Please note that the plus/minus grading system will NOT be used in this course.
- Assignments, Exams and Tests: Grades will be based on the following activities.
1. Exams
Exams will cover material presented in class and discussed in required weekly readings. There will be two exams, a midterm and a final each worth 25% of your grade.
2. Literature Review Paper
Each student will be responsible for identifying a set of peer reviewed articles that illustrate the applied use of methods, procedures, analytic techniques etc., associated with the topic area assigned by the instructor. The student will have the opportunity to see how methods and procedures are used in peer reviewed research activities.
3. Student Presentations
Students will present findings from their literature review paper to the class, specifically highlighting how different research and evaluation techniques are applied in real word research and practice. A critical analysis of the literature’s application of the assigned method/technique will be presented.
4. Class Participation
Participation includes class attendance, completing course readings prior to class, and participation in class discussions. Spot checks: During the semester students will also have opportunities to answer an impromptu questions regarding the discussion and lecture for that class. The questions will come from the reading, lecture, student presentation, or discussion for that class.
- 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: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard 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 expect regular attendance and participation. I will acknowledge any religious holidays or observances for students that fall on Wednesdays during the semester as excused reasons for absence from class. Students should identify these observances to me in advance and arrange for securing any relevant work, assignments, or handouts from those days.
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: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard 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: COPH policy: http://publichealth.usf.edu/academicaffairs/academic_procedures.html
Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at:
http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.025.pdf
- Program This Course Supports: Masters in Public Health/Masters of Science in Public Health
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.