Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - PHC6946
Tracking Number - 5220
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Current Status:
Removed from DB by orginator - 2015-12-04
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): The course is moving to offering a majority of its content online to allow for more geographic scope and increased student access.
Comments: withdrawn by COPH 12/4/15
Detail Information
- Date & Time Submitted: 2015-04-13
- Department: Child and Family Studies
- College: BC
- Budget Account Number:
- Contact Person: Bruce Lubotsky Levin
- Phone: 8139746400
- Email: levin@usf.edu
- Prefix: PHC
- Number: 6946
- Full Title: Service Learning in Adolescent Behavioral Health 1
- Credit Hours: 2
- Section Type: R -
Supervised Research
- 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 1
- Course Online?: L -
Blended (1-99% online)
- Percentage Online: 80
- Grading Option:
S - S/U Only
- Prerequisites: PHC 6539 Foundations in Adolescent Behavioral Health
- Corequisites: PHC 6728 Translational Research Methods in Adolescent Behavioral Health
- Course Description: The purpose of this course is to orient students to the organizational context of community agencies and community implementation of evidence-based practices. Students complete first phase of service-learning research project.
- 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 is part of the Graduate Certificate in Translational Research in Adolescent Behavioral Health.
- 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.) A terminal degree and experience in translational research are required to teach this graduate course.
- Objectives: After completing this course, students will:
1.Understand the organizational context of their selected adolescent behavioral health community agency and the population(s) served, and the complexities of conducting translational research in the community.
2.Be able to identify a translational research topic relevant to the context and needs of the adolescent behavioral health community agency and conduct a background/literature review on this topic.
3.Demonstrate an ability to develop a logic model to guide the conduct of translational research in adolescent behavioral health.
4.Be able to develop a comprehensive plan for conducting an adolescent behavioral health translational research project in their selected community agency.
5.Critically evaluate their experience conducting translational research in an adolescent behavioral health community setting.
- Learning Outcomes: 1.Specify unique issues in behavioral health programs and disorders for culture, age, and other specific at-risk populations.
2.Critically evaluate and specify a broad range of behavioral health literature to analyze behavioral health issues and problems.
3.Critically evaluate research and translate it into evidence-based practice and public policy.
4.Carry out, with faculty supervision, all phases of the research process, including project design, proposal development, data collection, data analysis, and interpretation and writing up of results.*
5.Identify areas in which social and behavioral science expertise can contribute to the design, implementation and evaluation of public health programs.
- Major Topics: Background and literature review, logic model, research plan/proposal
- Textbooks: There will be required and supplemental readings for this course but not course textbook requirement. See course readings section.
- Course Readings, Online Resources, and Other Purchases: Basic technology requirements are needed for successful participation in the course and to access course materials: Requirements are listed at:
http://health.usf.edu/publichealth/eta/students_tech_requirements.htm
Online seminars will be hosted via technology such as AdobeConnect, BlackBoard Collaborate, students will be provided instructions for accessing and downloading software.
Readings:
Bradshaw CP, Haynes KT. Building a science of partnership-focused research: Forging and sustaining partnerships to support child mental health prevention and services research. Administration and Policy in Mental Health and Mental Health Services Research 2012; 39: 221-224.
Chambers DA, Pringle B, Juliano-Bult. Connecting science and practice in child and adolescent mental health services research. Administration and Policy in Mental Health and Mental Health Services Research 2012; 39: 321-326.
Brown HC., et al. Partnerships for the design, conduct, and analysis of effectiveness, and implementation research: Experiences of the prevention science and methodology group. Administration and Policy in Mental Health and Mental Health Services Research 2012; 39: 301-316.
Robertson EB, Sims BE, Reider EE. Partnerships in drug abuse prevention services research: Perspectives from the National Institute on Drug Abuse. Administration and Policy in Mental Health and Mental Health Services Research 2012; 39: 327-330.
- Student Expectations/Requirements and Grading Policy: Background/literature review: 15 points
Logic model, 15 points
Research plan/proposal, 55 points
Institute online seminars 15 points
Total Possible 100 points
80-100 points=S
- Assignments, Exams and Tests: Assignments include literature review, logic model, research plan/proposal, and participation in online service-learning seminars.
- 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.
- Policy on Make-up Work: Each course assignment is to be submitted on or before the due date. Late assignments will receive an automatic 10% penalty.
- Program This Course Supports: MSW, PhD, DrPH, MSPH, MSABH
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.